The purpose of this study is to present the process of university English instructors’ LAL development in their teaching contexts. This chapter first delineates the research context where English language assessment at the tertiary level in China and assessment requirements on university English instructors are introduced. It then justifies the selection of an ethnographic case study, research sites and participants. It describes the process of data collection with multiple instruments including narrative frames, interviews, field observations, post-observation conversations and documents. This chapter also presents the step-by-step data analysis within datasets and across cases in detail. Then trustworthiness, ethical considerations and reflections on the role of researchers are discussed in this chapter.