Mixed methods research plays an important role in understanding and supporting the implementation of inclusive education policies and practices around the world. The aim of this scoping review was to assess the rigour of 66 mixed methods research texts in inclusive education by applying Harrison, Reilly, and Creswell's (2020) Rigorous Mixed Methods Framework and the PRISMA-ScR guidelines. Overall, studies showed medium levels of rigour, although there was significant variability, with theses and dissertations reflecting higher rigour than peer reviewed articles. Results suggest that scholars can deepen their application of mixed methods by thoughtfully integrating qualitative and quantitative approaches to gain insights into the complex and contextualized processes that characterize inclusive education.