Qualitative and quantitative research focusing on the specializations of developmental education, learning assistance, and student success have generated impactful findings that provide a greater understanding of both the theory underlying the psychology of learning and the development of praxis. Yet there are underutilized research methods that can answer a myriad of research and evaluation questions from new vantage points so as to promote meaningful programmatic reform or curricular/instructional innovation. It is the purpose of this discussion to provide foundational knowledge of mixed methods approaches so as to encourage their use by teams of researchers and practitioners answering the vexing questions that impact the field during this era of higher education reform.