Mixed methods (MM) research is an emergent methodology that involves collecting, analyzing, and intentionally integrating qualitative and quantitative data in a study. MM is increasingly used by graduate students and scholars across contexts. These researchers? practices of MM research, however, have been found to be limited in the literature, and it is unclear whether there is a relationship between how individuals learn about MM research and the extent to which they use MM practices. The purpose of this study was to explain how recent doctorates, who adopted and used MM research in their dissertations, learned about MM research. This study was informed by three theories (i.e., diffusion of innovations theory, social network theory, and ecological systems theory) and framed by an overarching philosophy of dialectical pluralism. The study used a mixed methods social network analysis (MMSNA) design, which combined MM research and social network analysis (SNA) with fully integrated analyses. The intent of employing an MMSNA design involved three rationales: (a) context, (b) diversity of views, and (c) complementarity. MMSNA design was implemented with a convergent design logic where online survey (N=81), secondary data analysis (N=81), and qualitative interviews (N=10) were used concurrently. Equal priority was given to MMSNA and qualitative data collection and analyses. Constant comparison technique was employed to compare qualitative thematic results with MMSNA pattern results. Then, the resulting themes and patterns were merged. The overall results were interpreted using MM integrative analysis through SNA maps, joint displays, and narrative. The results of the descriptive statistics indicated that recent doctorates identified 16 types of sources for learning about MM research. The SNA results revealed that books, courses, articles, advisors, and peers/colleagues were the top five sources for learning about MM research among recent doctorates. Six different profiles of learners were created based on the MMSNA results: (a) advantaged learners, (b) learning opportunity seekers, (c) hands-on learners, (d) advised learners, (e) self-paced learners, and (f) self-guided learners. The qualitative thematic analysis yielded four major themes in explaining recent doctorates' learning experiences: reasons for becoming interested in MM research; experience of training in MM research; promoting factors in learning about MM research; and hindering factors in learning about MM research. The MM integrated findings suggested that profiles of learners and experiences of recent doctorates ought to be considered together when explaining their learning about MM research. The substantive findings have implications for the fields of higher education and MM research for methodological teaching and training practices in optimizing the delivery of MM research knowledge. In addition, this study advances the field of MM research by offering an innovative use of MMSNA as a complex design. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]