In this article, I demonstrate how I used critical reflection to improve my teaching practice while conducting my PhD fieldwork. More specifically, I reflect on the 4-month qualitative case study that I conducted in a Jamaican Grade 7 classroom. My research project explored if and how multiliteracies pedagogy paired with sociocultural theory can improve inner-city students’ English language development (ELD) and engagement. To achieve my research objectives, my fieldwork comprised of four main steps and seven data collection tools including 1 month of teacher observation, 2 months teaching of the teacher’s class, interviewing both student and teacher, and a one-week observation of the teacher’s class. Due to the rigour of my methodology, I experienced three triumphs and one pedagogical challenge. Reflecting on these can be useful for emergent scholars and researchers to help improve their research practice and to reduce its limitations.