The teacher-education accreditation process is time-consuming, involving deadlines and justifications, intense examinations, and critical reflections. Rather than approach, it as something that is dreaded, the authors use the writing of the self-study report as an action research case-study opportunity. Breaking it down into manageable steps, this case study examines a literacy-based graduate program's goal to not only address accreditation guidelines but also to explore and apply lessons learned from the process to improve practice in an online graduate program. The case study, designed, analyzed, and completed through the use of technology and online tools, delves into practical challenges and findings presented by the action research. Additionally, we discuss the role of clinical experiences in an online literacy education program. Focusing on the developmental nature of clinical experiences, the authors look at how to track candidates' experiences from a time perspective as well as that of diversity. Additionally, the action research project explores the role technology integration plays in accreditation, pedagogy, and methodology, focusing on strengths (i.e., technology embedded assignments) and growth areas such as the need to implement a sound, research-based technology framework, and theoretical model. Beyond this, this case study highlights issues and successes with doing research online. [This content is provided in the format of an e-book.]