Action research pairs nicely with mixed methods at methodological and paradigmatic levels. As a form of mixed methods, action research can be used to address a number of questions in special education. Action research can help special educators causally understand whether changes improve something about their practice and/or the condition of their students. Federal agencies have, to date, seen value in action research. Special Education and Rehabilitative Services (OSERS) in the Unites States has a history of funding action research projects in schools. This article first explains why action research is a form of mixed methods. Next, a summary describes how a mixed methods action research project successfully secured $1.4 million in federal funding. This example demonstrates the importance of a clearly articulated problem and purpose statement, concise research questions, and appropriate methodologies. Qualitative data included semi-structured interviews, conversations at team meetings, classroom reflections, and interviews of professional development participants. Quantitative data included student records, yearly writing proficiency tests, and analysis of student writing samples. Findings were positive. Student writing performance improved, which might have occurred for various reasons. The focus of the project is on Response To Intervention (RTI), which, strictly speaking, is a general and not special education matter. However, there is sufficient overlap such that OSERS funded CFDA 94.326M grant from 2011 to 2014.