This case focuses on the use of multimethod design in Educational research. Multimethod entails using varied methods of data collection, multisource data, and lucid data analysis generating themes, and this leads to a deeper understanding of a social reality. This research design epitomizes rigor in qualitative research. The study sought to understand teacher cognition: how the mind of the secondary English teacher works during lesson planning. In alignment with the qualitative tradition, research designs were scoured through seeking insights which would facilitate capturing of non-tangible information. Although capturing of non-tangible data is possible, the challenge remains "stabilizing" the information in order to study and understand it while maintaining the form which underpins constructivist thinking. The premise is multiple data sources should generate opportunities for cross-referencing when analyzing, thereby facilitating data permutations, with the ultimate thick description output based on multiple layers of meaning. Multimethod design encapsulates this target. [This content is provided in the format of an e-book.]