Three techniques were used in a multiple-method case study to explore students' conceptions of geography within a qualitative framework, employing aspects of phenomenology, ethnography and grounded theory. The context of the research is briefly outlined, and then the methodological framework and nature of the data yielded are discussed in more detail. Aspects of analytical procedures are considered as are strengths and weaknesses of the research design, with an emphasis on triangulation and arriving at valid and reliable interpretations relating to the complex area of students' conceptions. A summative checklist relating to multiple-method design in similar contexts is provided.