This Case Study reviews a quasi-experimental research project in the field of the scholarship of teaching and learning. Researching the effects of pedagogic interventions poses a number of methodologic challenges. Our original research goal was to create an assignment that would ameliorate the problem of content knowledge loss. Teaching and learning research still can be considered human research and may need approval from an institutional review board. We used teaching methodologies that are uncommon to the sciences to create an assignment that employed active learning and group work to allow students to write a story that addressed physiology topics from the previous semester. We analyzed the dataset in multiple ways, including qualitatively and quantitatively. After publishing our initial findings, individual conversations with students led us to reconsider the conclusions we drew from the quantitative assessment and to reanalyze our dataset qualitatively. Our research underscores the significance of using both quantitative and qualitative methods to comprehensively understand teaching and learning outcomes. Our project also highlights the critical role of acknowledging and publishing negative results or flaws in research. This transparency is vital for the advancement of teaching and learning practices because understanding what does not work is as important as knowing what does. Finally, this study demonstrates the benefits of an interdisciplinary research team. [This content is provided in the format of an e-book.]