This Case Study examines the challenges of positionality in researching female leadership in education. It is based on research that investigated the leadership styles that female school principals in the United Arab Emirates adopted based on the influence of female gender and national culture. The research adopted a mixed-method approach and was conducted over two phases with an emphasis on the results collected from the quantitative tools in the first phase to inform the second phase. The explanatory sequential mixed method was used to avoid bias and minimize the weaknesses of each instrument. The qualitative data was collected using semi-structured interviews and observations and analyzed using phenomenological analysis. In this Case Study, I show how positioning oneself as both an insider and an outsider provides easy access to participants and facilitates data collection. I also discuss the importance of disclosing one's characteristics that shape one's positionality, which contributes to each person's unique perspective. This Case Study highlights the rationale behind using a mixed-method approach and the qualitative tools. [This content is provided in the format of an e-book.]