This paper examines the philosophical and methodological perspectives of qualitative research and the guiding principles of confluent education. The paper presents issues, concerns, and criticisms of both paradigms and discusses areas for their mutual support and improvement. Qualitative research has established itself as a research methodology built on certain characteristics: (1) the social context determines the meanings and actions of participants; (2) researcher reflection and metacognition are essential elements to be completed throughout the research work; and (3) it is process oriented. Confluent education proposes educational principles for teaching and learning that support the importance of the individual, democratic social change, and the use of self-reflection (Shapiro, 1997). Based on an examination of the literature, three categories are common to qualitative research and confluent education, including: (1) social context; (2) reflection and metacognition; and (3) a process orientation. Qualitative research provides theoretical and philosophical perspectives for confluent educators that address issues of community and interdependence as opposed to individualism. Confluent educators support the work of researchers with practical experiences in the use of reflection and metacognition. This paper considers the implications for educational researchers and provides recommendations for ways to develop educational initiatives that strengthen researcher skills. (EH)