Method is usually viewed as completely separate from philosophy or theory, focusing instead on techniques and procedures of interviewing, focus groups, observation, or statistical analysis. Several texts on methodology published recently have added significant sections on philosophy, such as Creswell's (1998) Qualitative inquiry and research design: Choosing among five traditions, and Denzin's and Lincoln's (2000) Handbook of qualitative research. These texts have been extremely helpful additions with which many scholars and students in the field of higher education are familiar. However, this article suggests that these texts are insufficient to develop a familiarity with philosophy necessary to frame a study. It proposes that it is a teacher's responsibility to have students read the philosophical texts referred to in methodology texts, and as scholars, the article suggests, teachers must also read and wrestle with these works if we want to improve the scholarship developed in this field.