This case is based on a research study that analyzed responses provided by teacher candidates in a special education preparation program as part of a course assignment. The assignment was intended to gather information about the processes and justifications used by teacher candidates when selecting and evaluating classroom and instructional materials available in online platforms (e.g., Pinterest, Teachers Pay Teachers). Teacher candidates completed a series of questions probing their perceptions of quality, relevance, and authenticity of the materials they found. Research findings suggested that teacher candidates intend to seek out and use online materials, but they are critical of the origin and applicability of what they may find. The project described here will be used to share how a faculty team leveraged a course assignment as a meaningful source of qualitative data and opportunity for research. Challenges and opportunities within the qualitative coding and publication processes will also be highlighted as important considerations for individuals who wish to pursue a similar line of inquiry. [This content is provided in the format of an e-book.]