A significant population of foster care infants and toddlers access early special education services under the parameters of the Individuals with Disabilities Education Act (IDEA)-Part C. A dearth of literature exists about special education interventionists' services for this particular population. In response, we conducted a government-funded multiple case study with 50 special education intervention participants who described their provision of services for foster care infants and toddlers. Although the intent was to report how best to enhance the services, an unexpected deviation from the original research plan occurred when the funders rejected one of the essential findings and requested its deletion from the overall grant report. This article traces the study's progression towards the inevitable outcome and how we negotiated appeasing the funders while maintaining rigorous qualitative research practices, all within the parameters of external grant/government-funded scholarship.