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In this paper, we report findings from a multiple case study that examined how instructors used shared data when teaching qualitative data analysis. More specifically, we explored both instructor and student experiences in two graduate-level qualitative methods courses located at U.S. universities. Drawing upon thematic analysis and the theory of active learning, we identified two themes that centred the faciliatory role of shared data for teaching data analysis in an active way (i.e. doing qualitative data analysis). Both participating students and instructors identified shared data – conceptualized as both a noun and a verb (i.e. a thing and an action) – as contributing to learning how to do qualitative data analysis. Although conceptualizations of shared data varied, overarching considerations tended to emphasize this use of shared data as beneficial to the general pedagogical structure of qualitative methods courses by contributing to shared vulnerability and engendering supportive peer learning environments. We highlight how these findings offer important implications for using shared data more systematically when teaching qualitative data analysis in methods courses.