This paper reports the development of a pilot study which aims to identify a medical student's experience and perceptions towards team placement learning and how closely those experiences and perceptions link to the author's main project--a longitudinal, multiple-method case study, which is designed to investigate how medical students learn in a multi-professional clinical context, and how multi- and inter-professional contact influences the transition from "thinking as a student," to "thinking like a doctor," to "thinking as a doctor," as an issue of identity construction. By using a reflexive account, the author delineates the strengths and limitations; practicalities and difficulties of in-depth interviewing, one of the qualitative data collection methods to be use in her further study.