Use of the vignette as a tool in qualitative educational research is relatively new. Vignettes were used to capture the nuances of the work of teacher specialists in the New York City (New York) Teacher Centers. The teacher specialists had shared with evaluators their belief that despite a deserved reputation for effective work, they had a sense of doubt about actual impact. Qualitative instruments to keep track of activity and case studies enabled evaluators to understand the dynamics of the teacher specialists' work. In addition, vignettes were created as tools for revealing subtleties not apparent to an outside evaluator. The vignettes contained a series of topics designed to get at the way the specialist actually worked. Each vignette was six to ten pages in length. The outline covered eight mutually determined questions. Examples of two vignettes are in the text of the paper. A total of 16 vignettes were written. They revealed the quality of the specialists' work and provided a viable source of data on the impact of their work. The two vignettes included describe: (1) an intervention to assist a beginning teacher; and (2) successful efforts to involve an experienced teacher in supporting learning centers. It was concluded that the vignette appears to hold real promise as a tool for collecting qualitative data. (MDE)