Abstract: This article presents a teaching reflection from the course of Qualitative Research Methods, focusing on a debate among the teaching assistant team triggered by a focus group interview conducted at the end of the course. Beginning with a portrayal of the diligent and dedicated work approach of the lead instructor, the analysis highlights disagreements among the assistants regarding the role of the moderator and data collection methods during the interview. The core of the debate revolves around how the moderator in a focus group interview should balance guidance and intervention, and how to obtain legitimate, complete, and contextually rich qualitative data within power dynamics. The text engages with concepts such as "Group Dynamics," "Post-positivism," and "Interpretivism" by the authors mentioned earlier, attempting to explain the root causes of the opposing standpoints in the debate. It emphasizes that dialogue in educational practice should be equal and transcend power structures. Finally, the author points out the positive significance of the dispute itself, stressing that its original intent should lie in the pure pursuit of truth. Moreover, the impact of the course extends far beyond the classroom, encouraging participants to "slow down, live meaningfully, and discover oneself."