How is it possible to research emotions with minimal disruption? In the research that was the basis for this Case Study, the researcher wanted to understand how participants in a writing group experienced emotions during their academic writing and how they used emotion regulation and interpersonal emotion regulation during writing group sessions. A qualitative multimethod case study approach was chosen to access participants' emotions about their academic writing prior to, during, and after the writing group sessions. The selected qualitative methods included meme elicitation preinterviews, postsession interviews, writing group session recordings with transcripts, and qualitative questionnaires. Using multiple qualitative methods was beneficial for triangulating the data by using memes as interview prompts to facilitate discussions about emotions, using videos and transcripts to record gestures and facial expressions during writing and during group interactions, and using the questionnaire to understand the emotions experienced by participants in a way that offered minimal interruption to their writing process. The research began with individual meme-elicitation interviews. Twenty-one online writing group sessions followed, which were recorded and transcribed. During these writing group sessions, participants completed a midwriting questionnaire online. At the end of each writing group session, participants completed a postwriting questionnaire. Following the completion of all 21 writing group sessions, participants engaged in a final individual interview. The researcher analyzed the data looking for reported emotions, reported emotion-regulation strategies, and interpersonal emotion-regulation interactions. The research demonstrates the use of a qualitative multimethod case study approach to access emotions before, during, and after events. [This content is provided in the format of an e-book.]