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Psychology students are \nincreasingly pursuing qualitative research projects such to the extent \nthat the UK Economic and Social Research Council (ESRC) advise \nthat students should have skill in the use of computer assisted \nqualitative data analysis software (CAQDAS) (Economic and Social \nResearch Council, 2001). Unlike quantitative studies, rigid formulae \ndo not exist for writing-up qualitative projects for doctoral theses. \nMost authors, however, agree that transparency is essential when \ncommunicating the findings of qualitative research. Sparkes (2001) \nrecommends that evaluative criteria for qualitative research should \nbe commensurable with the aims, objectives, and epistemological \nassumptions of the research project. Likewise, the use of CAQDAS \nshould vary according to the research methodology followed, and \nthus researchers should include a discussion of how CAQDAS was \nused. This article describes how the evolving process of coding data, \nwriting memos, categorizing, and theorizing were integrated into the \nwritten thesis. 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