The aim of the present article is to discuss contextual and analytic qualities of research methods. The arguments are specified in relation to research on teaching. A specific investigation is used as an example to illustrate the general methodological approach. It is argued that research methods should be carefully grounded in an understanding of the nature of the investigated phenomena. This makes a case-based description fundamental. It is also argued, that the complexity and uniqueness of phenomena have to be met by a combination of contextual and analytic methodological characteristics, to reach descriptions that give a valid basis for a sustainable development of knowledge. Contextual analysis is presented as a useful methodology meeting those requirements. The aim is to discuss the most fundamental characteristics of contextual analysis and not to give a detailed description of the use of the methodology.