Abstract This chapter explores the underutilized Grounded Theory Methodology (GTM) in applied linguistics, detailing its procedures, objectives, benefits, and limitations from a post-positivist perspective. It suggests ways for educators and scholars to apply GTM to generate insightful social interaction theories within classrooms and discusses the role of technology in data collection. The text addresses critiques and ethical questions associated with GTM. When implemented rigorously, GTM can enhance not only teaching practices within applied linguistics but also offer fresh insights to scholarly communities beyond this field.