According to On the case: "Any objective situation-a lesson, an elementary classroom [middle school and high school too], a day-care center, a community writing program or a theater project-presents a plethora of potential 'cases.' [...]we illustrate that cases are constructed, not found, as researchers make decisions about how to angle their vision on places overflowing with potential stories of human experience" (2) But asking the question about readers researching their own classrooms and libraries is jumping ahead to the eventual destination of this column: teachers as researchers. Ours was a unified, statewide writing project built on a lore that George Hillocks in Research on Wntten Composition (1986) calls a "naturalistic approach" to writing process pedagogy-invite students to write meaningful whole texts, offer them peer and instructor support through the writing process, and celebrate the successes of those pieces and the growth and development of those student authors with various kinds of classroom publishing. Teacher Mentor: a Dialogue for Collaborative Learning (1999) published by NCTE and Teachers College Press by Peg Graham, Sally Hudson Ross, Chandra Adkins, Patti McWhorter, and Jennifer McDuffie Stewart Finally, I want to mention a book that, while not primarily about case study research, presents some classroom case studies done by student teachers or done in collaboration between student teachers and their host teachers. Teacher Mentor: a Dialogue for Collaborative Learning (1999) published by NCTE and Teachers College Press by Peg Graham, Sally Hudson Ross, Chandra Adkins, Patti McWhorter, and Jennifer McDuffie Stewart is primarily the story of a noble experiment to create true collaboration between a university teacher education program and the classroom teachers who serve as hosts and mentors for the student teachers from that program at the University of Georgia in Athens.