This chapter discusses the research design and the methodological approach developed to investigate teachers' TPACK enactment within their workplace communities of practice. 'The School' section provides a description of the school at the centre of this investigation. This description provides insights into the way knowledge and pressures from the global teaching communities of practice are interpreted by the school communities of practice at Drake Secondary College. In addition, the interpretation and practices negotiated and enacted by members of two subject communities of practice, the Mathematics Teachers' Communities of Practice and the Science Teachers Communities of Practice, will be presented as it is in these two contexts that the cases involving the four central participants in this investigation are situated. [For the complete volume, "Digital Technology, Schools and Teachers' Workplace Learning: Policy, Practice and Identity," see ED573988.]