This case provides an account of how micro-ethnography and fiction narratives were used together on a PhD that explores teachers' emotional involvement with their day-to-day work in 'special-alternative' schools. The case study presented here focuses on examining the practicalities and challenges of putting together those methods. A micro-ethnographic approach is introduced as a form of data collection and then as a fiction narrative approach to discuss and illustrate some points of interest about the micro-ethnographic experience. Both methodologies are interdependent of each other because the narrative approach serves to give voice to the micro-ethnographic field experience and at the same time, the micro-ethnographic practice serves to give consistency to the narrative. [This content is provided in the format of an e-book.]