This case study relates to my PhD research which I undertook at the University of Leeds between 1998 and 2003 to examine classroom interaction in second/foreign language classes. The aim was to analyze teacher and student talk to find out how communication takes place between a native speaker/non-native speaker teacher and limited proficiency language learners. As this type of asymmetrical interaction was the focus of two strands of research--the study of communication strategies used by learners to compensate for their linguistic problems in production and the study of discourse level interactional modifications used in meaning negotiation between native and non-native speakers--my first and foremost challenge was to integrate these two strands of research empirically. The case unravels the methodological complexities of integrating an exploratory qualitative phase intended to categorize the phenomenon under study with a quantitative phase to validate the category system. This case presentation shows the potential of mixed-methods research in extending the researcher's outlook and toolkit in capturing and authenticating classroom interaction categories considered critical in integrating pedagogy and communication consistent with instructional goals. [This content is provided in the format of an e-book.]