This chapter meticulously outlines the methodology employed in this case study to investigate teachers’ TPACK and their ICT integration practices. It details the research design, which utilizes a single descriptive case study approach involving three primary school teachers in Singapore. The chapter articulates the research context and participants, explaining the rationale for selecting a mainstream primary school and the purposive sampling strategy used to recruit teachers. It comprehensively describes the research intervention: TPACK Design Scaffolds Approach, including the professional development program delivered to the teachers. The chapter also provides a detailed account of the data collection methods, encompassing TPACK surveys, semi-structured interviews, lesson design artifacts, lesson observations, and teachers’ reflection entries. Finally, it elaborates on the data analysis methods, including both quantitative analysis of survey data and qualitative content analysis, thematic analysis, and the use of the Fidelity of Implementation (FOI) framework to examine the alignment between lesson design and enactment. Considerations for validity, reliability, ethical considerations, and challenges faced during the study are also discussed.