Mixed methods research (MMR) has been proposed as one potential remedy for the persistent research-to-practice gap in school psychology. This commentary underscores MMR's promise in producing research that can bridge this divide while emphasizing the ongoing need for more exemplary MMR studies within the school psychology literature. We propose Rogers (1995) model of innovation adoption as a framework for understanding why MMR remains underutilized in school psychology research. Factors such as the complexity of well-executed MMR research and the limited MMR expertise within the school psychology field are discussed. The willingness of the field to address these challenges and embrace MMR more fully is pivotal to the future of school psychology research. This commentary invites examination of these issues to help propel school psychology towards greater integration of research and practice. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
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