To illustrate the roles, values, and epistemologies of qualitative inquiry, this study discusses the features and pursuits of qualitative research using the case studies of the lessons in writing conducted by two language arts teachers in English language arts classrooms. Using an ethnographic view, the study conducted an analysis of classroom observations and interviews to explore the scaffolding of experienced language arts teachers on lessons for teaching argumentative writing. Drawing on the perspectives of Lave and Wenger, lessons for language arts classrooms represent a telling case for demonstrating the manner in which qualitative inquiry supports further understanding of the complexity of literacy education.