Conducting mixed methods research studies has the potential to help researchers who represent special education to address relatively complex questions compared to monomethod research studies. Therefore, it is important to determine the prevalence of mixed methods research studies in special education, especially because the prevalence rate studies conducted in special education research are somewhat dated. Thus, a major purpose of the current study was to determine the prevalence of mixed methods research approaches among articles published between 2000 and 2015 in the leading special education journal (i.e., "Exceptional Children"). A second purpose was to contextualize this prevalence rate via what we call a meta-prevalence study, which involves identifying the prevalence of mixed methods research approaches across the array of fields and disciplines reported in the previous prevalence studies. The third purpose was to identify the characteristics (e.g., the complexity of the analyses used) identified in "Exceptional Children". Findings revealed that the prevalence rate for mixed methods research studies published in "Exceptional Children" (i.e., 14.53%), although marginally higher than that for the fields of social and behavioral science as a whole (i.e., 11.65%), is still relatively low compared to the prevalence rate for quantitative research articles. These and other findings and their implications are presented.