As veteran educational researchers in case study and action research methods, we engaged in a design-based research project as an innovative approach for dealing with the complex practice of integrating science and literacy within elementary classrooms. We choose design-based research as both a theoretical "and" research framework as our problem of practice centered on how to support elementary teachers to plan and implement an integrated literacy, science, and technology instructional unit of study. The design-based research project included multiple iterations of analyzing, designing, implementing, and revising a curricular intervention. We believe that the iteration cycles of the design-based research project offered unique opportunities for us to reflect on the research activities and, more specifically, design-based research as a research method. As we evaluate the process of enacting design-based research, we note a few methodological issues that relate to participants' commitment: journaling as a form of data collection and the context in which the design-based research took place. By engaging in design-based research, we now recognize the importance of researchers' personal characteristics such as interpersonal and intrapersonal skills as well as preconceptions and prior experience. We recommend that when considering design-based research, researchers need to think deeply about their roles as researchers and recall emblematic considerations such as reflexivity and bracketing. As a function of our study, we have come to appreciate the utility of design-based research as a theoretical framework, research method, and professional learning intervention. [This content is provided in the format of an e-book.]