Abstract
In the recent past, qualitative research methods have become more prevalent in the field of statistics education. This paper offers thoughts on the process of framing a qualitative study by means of an illustrative example. The decisions that influenced the framing of a study of pre-service teachers' understanding of the concept of statistical sample are explained by describing the goals, knowledge, and beliefs brought to the research project. Each framing decision is portrayed as a function of these three overarching cognitions. It is suggested that mapping one's goals, knowledge, and beliefs while framing and carrying out a qualitative study can be useful for maintaining the quality of the study.