Since 2010, I have acted as the full-time researcher on a longitudinal qualitative study which has been following the transition experiences of more than 80 young people in the United Kingdom who have a visual impairment. When I first started working with these participants, they were aged 14-16 years, and I have now been working with them for 6 years. There are more than 60 of the participants who have remained active in the research study and contribute to two interviews per year. This is despite the changing environments they have experienced such as moving to university or starting their first job. The aim of the research has been to assess how prepared these young people were for employment and adulthood having left compulsory education by tracking their experiences through various pathways such as further education, higher education, apprenticeships, and the labor market. This case study explores first what exactly longitudinal qualitative studies are, including their strengths and weaknesses and their value in researching transition. It then discusses some of the techniques which are recommended by researchers for retaining and engaging participants in longitudinal studies, before examining the practical approaches which I took to retain these participants. [This content is provided in the format of an e-book.]