In this article, the authors discuss the utility of combining quantitative and qualitative methods in conducting intersectional analyses. First, they discuss some of the paradigmatic underpinnings of qualitative and quantitative research, and how these methods can be used in intersectional analyses. They then consider how paradigmatic pragmatism informs mixed-methods research, which can be an alternative research strategy that mitigates some of the limitations of mono-method quantitative and qualitative studies of intersectionality in higher education. Next, they present important choices that researchers must make in designing mixed-method research, followed by descriptions of four mixed-methods designs that can be used in conducting intersectional analyses in postsecondary education. Finally, they discuss challenges that researchers who conduct mixed-methods intersectionality research might face and provide some recommendations to address those challenges. (Contains 1 table.)