Within descriptive phenomenology, participants' lived experiences provide data about the studied phenomenon, in this case academic freedom in teacher education in a tension between certainty and uncertainty. The current phenomenon was examined in a phenomenological study about preservice teachers' possibilities to develop critical and autonomous thinking in their practice. This Case Study addresses the process, advantages, and challenges through the analysis to be able to formulate the essence of the phenomenon. The phenomenological analysis and formulation of an essence ar is a complex process, and this case is therefore aimed primarily at postgraduate students but will be useful to anyone doing phenomenological research. In the study, knowledge is given about how the essence emerges through the analysis and can be formulated as a new whole, knowledge that can be used in one's own phenomenological studies. [This content is provided in the format of an e-book.]