Few studies have explored methodological issues in teaching qualitative data analysis software (QDAS) to graduate students. We report findings from a case study in which we used the FiveLevel QDA method (Woolf & Silver, in press) to teach an introductory ATLAS.ti 7 two-day workshop at an American research university. Through a “translation” process between analytic strategies and the tactics of the software, the method is designed to help novices avoid misconceptions about QDAS and develop expertise. Using a reflective practice approach, we reviewed course materials, observational fieldnotes, instructor reflections, and student interviews to understand what happened when the method was used to frame the instruction. Preliminary findings show the importance of developing a community of learners, the impact of a lack of methodological fluency, and the need for hands-on activities to complement the theoretical model. Implications for further development of the method and its implementation will be shared.