Research in the engineering field is often entrenched in the quantitative paradigm. Recent literature and studies have realised that not all research questions in engineering can be addressed through quantitative approaches. These areas include studies in engineering professional development, education and gender issues. This article describes one such study. The focus of this research was on the factors that impact the problem-solving ability of engineers. This case discussed how Grounded Theory was used, and the challenges faced and lessons learned from the use of qualitative method in a traditionally quantitative field are also considered. [This content is provided in the format of an e-book.]