Abstract: This presentation details analysis and reporting methods for teacher case studies conducted as part of NSF’s Mathematics and Science Partnership Program. This program funds partnerships between universities and school districts to improve teacher quantity and quality. We conducted in-depth case studies of four mathematics teachers, focusing on their participation in an immersion program of mathematics professional development and their subsequent transfer of learning to the classroom. The data collected, over 1.5 to 2.5 years, included observations of their professional development sessions, review of papers they wrote, interviews with both the teachers and the faculty who taught them, and classroom observations. The data analysis and case study writing methods to be presented helped reveal the significant impact of contextual factors (such as school- and/or district-level circumstances, and teachers’ backgrounds and experiences) that bear substantially on teacher learning from professional development and how they are able to transfer it to the classroom. Presenter(s): Carol Baldassari, Lesley University, baldasar@lesley.edu Sabra Lee, Lesley University, slee@lesley.edu Rosalie Torres, Torres Consulting Group, rosalie@torresconsultinggroup.com #Prek-12EducationalEvaluation #QualitativeMethods #2010Conference