The central purpose of this article is to provide an overview of the many ways in which special educators can generate and think about causal inference to inform policy and practice. Consideration of causality across different lenses can be carried out by engaging in multiple method and mixed methods ways of thinking about inference. This article differentiates between idiographic and nomothetic causality (as well as molecular and molar causality) and describes how both quantitative and qualitative information can inform understanding of causal mechanisms by reviewing different design applications. An overview of how these different lenses can be applied to special education inquiry is offered.