This paper is a philosophical piece relating to an issue in education theory: what is the epistemological nature of the product of education research and what are the consequences for the reporting of findings and conclusions in particular, what form of contribution to knowledge and/or understanding can emerge from education research? Education research takes many forms, so the answer to the question addressed may vary according to the research paradigm adopted. Paradigm possibilities and forms of reporting consistent with each paradigm are defined in the paper. The position adopted here is that whatever the research paradigm that applies, the integrity of a research project is dependent on alignment of its goals, its methodology, its ontological and axiological underpinnings, its findings, and its conclusions. The contribution of the paper is eliciting the way this alignment plays out according to the research paradigm that applies to a reported research undertaking.