This case study describes an experience of using constructivist grounded theory to analyze data. The project investigated how high school students improved their approaches to learning mathematics. Over 4 months, students participated in processes which supported their learning while simultaneously generating data, including interactive writing, small working groups, and interviews. Guidelines for analyzing data within constructivist grounded theory are meant to be suggestions rather than directives. Analysis usually begins with coding small elements of data and then moves toward building conceptual categories, often in a linear fashion. As analysis proceeded, I lived in tension with flexible recommendations and explicit procedures--when to persist with less familiar procedures and when to build on my experience in analysis from previous studies as a qualitative researcher to leave behind the procedures. What became apparent was reciprocity between coding and categorizing with a reduced structural emphasis enabled meaningful interpretation of complex data. Because this element of conducting research is often omitted, ignored, or deemed not relevant by researchers in shorter reports of research, this case study depicts the challenges of analysis which can be fruitfully resolved. Resolution occurred both through methodological readings and immersion in the data. [This content is provided in the format of an e-book.]