I began my PhD in Literacies Studies in 2012 at the University of Toronto, while also a sessional instructor at Brock University in the Department of Teacher Education. The goal of my doctoral studies was twofold: to more deeply understand the role of the teacher educator in this current tumultuous educational climate and to examine multiliteracies as a viable pedagogical approach for 21st century teachers and learners. In preparation for writing my doctoral thesis, I conducted a pilot research project entitled "Entering the Twilight Zone: How Literacy Teacher Educators Perceive 21st Century Literacies." This case study describes the pilot study. The title "Twilight Zone" is taken from the 1960 American science fiction television series of the same name. In the television series, episode outcomes were often unexpected and unsettling. Metaphorically, this tile resembles a significant key finding in this study, depicting teacher educators as excited, yet highly uncertain and nervous about the future of their role. This study examines how three literacy teacher educators perceive and apply their interpretation of 21st century literacies. This case study sheds light on the particular challenges of using interviews as the primary method of data collection, including the importance of the structure, shaping, and timing of the interview questions. This case study also pays particular attention to the advantages and disadvantages of using a grounded theory approach. [This content is provided in the format of an e-book.]