This case study involves self-study to explore one teacher's practice in regard to a particular curricular goal for early childhood education in Aotearoa, New Zealand. We combined a living theories action research methodology with grounded theory for data analysis. Studying one's own practice produced data that could be used to improve future teaching actions. Teachers' research into their own settings and practices in the form of self-study or practitioner action research is widely regarded as a worthwhile form of professional learning, yet is rarely credited with contributing robust research findings. The findings of this study show that it is possible that research as self-study within a specific setting can contribute to wider educational knowledge and practice, when combined with the use of particular methodologies. Self-study can be valid and rigorous with potential to contribute generalised knowledge to the field of education. [This content is provided in the format of an e-book.]