As Hopkins (2008) proposes, several steps were taken to ensure the quality of the research project. First, to ensure reliability, an audit trail was constructed, in the form of the researcher’s log, which aimed at minimising mistakes and bias and making the process replicable. The rich description of the process in this section served the same purpose. Second, the research design leveraged the power of triangulation, by using various viewpoints and data sources. Even though failing to observe the lessons resulted in having only two viewpoints present in the classroom study (that of teachers and students), the use of several instruments (worksheets, reflective journals, feedback sheets) supplemented by a focus group interview involving the researcher were appropriate to make up for this lost opportunity. The internal validity of the research could be enhanced by adding a participant observer’s viewpoint into the equation. To establish the construct validity of the project, the participants who wrote research journals were sent the codes and emerging themes from their journals and were asked to comment on them. Finally, to establish the external validity of the study, data was collected from different contexts.