This case study aims to shed light on the methodological aspects of using a qualitative survey as the main data collection instrument to study prospective teachers' meaning-making process while learning about research methods and conducting their own projects. Particular attention is paid to the design and administration challenges of the qualitative survey. This study will be of interest to early-career and novice researchers who are trying to adapt their research designs to the online format. The author describes two cases when a qualitative survey was used and discusses project mistakes, strategies, and benefits of using online methods and tools. The study also provides recommendations on how to address issues of rapport and confidentiality while using a qualitative survey. [This content is provided in the format of an e-book.]