All fields of research need to reconsider, on an ongoing basis, their standards for research quality. At the present time in mathematics education, such discussion is particularly critical to the ongoing growth and strength of the field. Mathematics education research has evolved significantly in the last 20 years. The most sweeping change has been the acceptance and subsequent predominance of qualitative research methodologies. With this change has come a plethora of new and adapted methodologies. On one hand, this is a sign of the field's vitality. On the other hand, the rapid changes and diversity in how research is conducted have posed major challenges with respect to standards for research quality (Lesh, Lovitts, & Kelly, 2000). (Contains 2 footnotes.)