Most models of mixed methods research design provide equal emphasis of qualitative and quantitative data analyses and interpretation. Other models stress one method more than the other. The present article is a discourse about the investigator's decision to employ a mixed method design to examine special education teachers' advocacy and collaboration on behalf of foster care youth with disabilities. It includes a proposed model of retransforming qualitative data within a mixed method design. Implications about replicating and altering the model are discussed. (Contains 2 figures.)