In 2010, at the beginning of my doctoral program at Northeastern University, I started a project to examine a teacher's emotional and professional repercussions from witnessing a school shooting. I had read articles indicating that school personnel need support after such an event, but I found minimal scholarly literature on this subject. The need for any support programs or recovery models designed for these teachers is a necessity. As a researcher, I needed to understand the psychological and organizational climate for such teachers witnessing a shooting. I asked whether we could find better ways to help teachers traumatized by school shootings. This case study examines the challenges and issues in using narrative interviews to elicit valid and trustworthy testimony about the authenticity of experiences of teachers after school shootings. My purpose is to allow the reader to understand the path from the development of an idea in narrative methodology through the writing of the final research paper. [This content is provided in the format of an e-book.]