There are at least three published studies in the Journal of Research in Music Education using techniques from several methods of research. First, all three use historiography techniques to complete a review of literature. Then both qualitative and quantitative methodologies are used to answer the research questions posed. These studies are examples of the use of multiple methods of research in music education. The purpose of this essay is to show how this is not only appropriate, but desirable, in answering research questions about music teaching and learning. Moreover, I suggest that graduate students must develop skills in all methodologies. The three major research methods in music education are the focus of discussion in this article. These methods are historical, quantitative, and qualitative. Following brief definitions of each method, philosophical issues concerning the choice of method for research are examined. Third, research techniques for each method are compared. Finally, the advantages and problems of using multiple methods in current and future music education research are explored.
