This chapter describes the corruption of research design and explains why and how a computer-based curriculum innovation project was transformed from a quasi-experimental design to a comparative case study. The first section introduces the Systems Thinking and Curriculum Innovation Network (STACI) that examined the impact of technology on teaching and learning activities and illustrates how the comparative case study methodology was developed, expanded, and adapted both to facilitate an educational innovation and to document its ontogenesis. The second part focuses on methodological issues including the need for longitudinal design, multiple methods, multiple levels of analysis, and system analysis. (KHR)