In the field of educational leadership, qualitative case studies offer important insights into leadership practices and experiences within a unique context or set of contexts. Yet, not all qualitative case studies are well designed, and not all doctoral students are provided rich opportunities to engage in, learn from, and grow throughout participation in the research process. The purpose of this article is to provide guidance for doctoral students interested in conducting a qualitative case study for their dissertation.
DeMatthews et al. (2026) studied this question.