Methodology from an ongoing research study to validate teaching techniques for deaf and blind students provides an example of the ways that several types of quantitative and qualitative data can be combined in analysis. Four teacher and student pairs were selected. The students were between 14 and 21 years old, had both auditory and visual impairments, and were mainstreamed. The teachers, who had no formal training and little experience in teaching the deaf-blind, attended an inservice training session. Quantitative information pertaining to job satisfaction, occupational interests, psychological types, teaching styles, and self-efficacy was obtained before and after training through several psychological instruments; and videotapes of teacher-student interactions provided time-series quantitative information. Qualitative information included demographic information, weekly teacher diaries, and teacher response data. Data are being analyzed by focusing on the individual teacher-student pairs. Quantitative, time-series, and participant response data are treated in a qualitative manner, with each case considered unique. All findings are being interpreted with an emphasis on the context, and the overall emphasis is on inductive analysis and a holistic perspective. Two tables and three figures illustrate findings for one teacher-student pair. There are five references. (SLD)