In this article the authors discuss issues faced by early career researchers, including the dichotomy, which many research textbooks and journal articles create and perpetuate between qualitative and quantitative research methodology despite considerable literature to support the use of mixed methods. The authors review current research literature and discuss some of the language, which can prove confusing to the early career researcher and problematic for post-graduate supervisors and teachers of research. The authors argue that discussions of research methods in research texts and university courses should include mixed methods and should address the perceived dichotomy between qualitative and quantitative research methodology. (Contains 1 figure and 2 tables.)