Despite the varied approaches to qualitative data analysis software (QDAS) instruction, teaching QDAS remains a challenge as students' skills with digital tools and understanding of qualitative research vary. In this paper, we report on our experiences providing QDAS instruction via an introductory NVivo 11 workshop to graduate students. To report on our experiences, we use a reflective case narrative, which relied on a pre-workshop participant questionnaire, a review of workshop documents, an end-of-course evaluation, and participant interviews. Findings from our study indicate the success of our workshop was the result of explicit workshop goals, independent work time, engaging activities, pre-workshop planning, and dynamic co-teaching. Challenges to our workshop were also revealed and included differences in operating systems and our two-consecutive, full-day workshop format. Based on these findings, recommendations for QDAS instruction are offered.