The study depicts the procedure of writing a constructivist dissertation by reporting side by side the story of HIV-infected African American women's reproductive health decision-making. The context of these women served as the framework from which the dissertation was written. The article describes how these women and their stakeholders experience HIV/AIDS and how they make their reproductive health decisions. These women's perceptions and psychosocial factors are examined to understand what they view as important to them as women and as mothers. The article addresses how to teach doctoral students to complete doctoral research using the constructivist paradigm for research. Implications for social work education and practice are discussed.