Educational researchers are beginning to use mixed methods designs to answer complex research questions. This content analysis investigates the structure and use of mixed methods in educational research in order to work toward a more standardized presentation. I used a concurrent mixed methods approach to analyze 30 studies from three prominent journals. Studies were analyzed to determine whether appropriate mixed methods terminology was used and a rationale provided for the use of mixed methods design. Six of 30 articles used mixed methods terminology and 11 studies provided no rationale. From the rationales provided, four themes emerged and are discussed. Data sets were merged to explore the use of terminology with respect to rationales provided. Suggestions are offered for the presentation of mixed methods in educational research.