This article explores epistemological awareness and instantiation of methods, as well as uninformed ambiguity, in qualitative methodological decision making and research reporting. The authors argue that efforts should be made to make the research process, epistemologies, values, methodological decision points, and argumentative logic open, accessible, and visible for audiences. To these ends, they discuss two ways of conceptualizing the role of epistemological awareness and instantiation of methods, including (a) a series of decision junctures and (b) a spatial conceptualization of epistemological decision making. Through an analysis of researchers' decision junctures drawn from studies published in high-impact education journals in 2006, the authors illustrate current methodological awareness and instantiation of methods in the field of education research. (Contains 1 note and 4 tables.)