A case study of a teacher as a naturalistic inquirer is presented. A class in naturalistic inquiry methods was offered to practicing teachers and other graduate students during a 15-week semester. During the first two or three weeks, students read extensively about qualitative methods and identified a possible site to conduct a study. The remainder of the course included conducting the studies, discussing the experiences in weekly class meetings and writing a final report. The teacher/researcher observed one student's work/study habits and interactions with teacher/researcher and peers daily for over three months. A videotape camera recorded the student's behavior during ten hours of classroom activities. Field notes were made based on the tapes and recalled details. Repeated interviews, formal and informal, were conducted with the student, his peers, principal, parents and school guidance counselor. The teacher/researcher maintained a detailed set of field notes, a log of observations, a record of interview results and teacher attitudes, and evolving analyses of the data. Two questionnaires provided sociograms and information on the student's life, family and attitudes. The paper then describes the study process, identifies difficulties and benefits encountered, summarizes activities taking place since the study, and suggests implications for other teachers and settings. (PN)