In my PhD research, I explore the reflective schooling experiences of recently graduated First Nations students in New Brunswick (Canada) provincial schools. Improving educational experiences and academic outcomes for First Nations students is currently considered a priority across Canada; however, most previous research focuses on quantitative statistics and dropout rates. I sought to hear 'stories of school' from recent graduates in order to disrupt stereotypes of First Nations youth and bring more complex representations of students who have experienced struggles and successes to the discussion surrounding First Nations education in New Brunswick and Canada. This case study focuses on the specific methods that were used during the data collection phase of this research, a project that did not go exactly according to plan. In particular, the potential and challenges associated with sharing circles as a collective story-gathering method, and the strengths and challenges of the biographical narrative interviewing method, are foreground. The importance of utilizing a process-oriented approach when undertaking qualitative research with human participants is emphasized throughout. Finally, this case study provides an example of how changing primary methods mid-process does not necessarily have to spell disaster. [This content is provided in the format of an e-book.]