There is growing interest in incorporating multiple voices and ways of knowing into assessment efforts. Attention to incorporating multiple approaches to measuring student learning increases equity in assessment (Montenegro and Jankowski 2017) and promotes engagement with a variety of stakeholders with diverse perspectives on knowledge. However, how do assessment practitioners embrace such multiplicity in assessment? The authors, when reflecting on their own experiences with institutional assessment, discovered many misconceptions about mixing methods. Practitioners should develop a clearer understanding of the complexities of mixed methods research. Here, the authors summarize foundational components of mixed methods research and encourage practitioners to more effectively engage with mixed methods ways of thinking when approaching complex projects.