Rural special education research is necessary to demonstrate effective practices for rural students, teachers, schools, and communities. However, the majority of educational research is conducted in urban and suburban U.S. schools, which may not generalize adequately to rural locales. Rural special education teacher and student experiences are distinct, and the body of research highlighting their experiences is lacking in multiple ways (e.g., description, rigor). Integrating quantitative and qualitative approaches when conducting rural special education research allows for a greater understanding of what works, and for whom, in rural communities. This article shares three mixed-methods approaches (i.e., convergent mixed methods, explanatory sequential mixed methods, and exploratory sequential mixed methods) that are useful for conducting special education research in collaboration with rural constituents. Exemplars, recommendations, and resources are provided.