There has been a proliferation of qualitative approaches to researching education. While this has resulted in the construction of a rich tapestry of knowledge about education, it has also resulted in disparate research ideas, processes and practices, and created tensions relating to what constitutes rigorous qualitative research in education. As such, the aim of this paper was to use a multidisciplinary perspective and draw on concepts and practices relating to research coherence, reflexivity, transparency, authenticity, sincerity, credibility and ethics to (1) problematise traditional approaches to rigour in qualitative education research and (2) support those who do interpretive qualitative education research to select and embed relevant concepts and practices to increase and evidence the rigour of their work. I end this paper with an attempt to galvanise interpretive qualitative researchers in education to reflexively consider and justify the ways and extent to which their research decisions, processes and practices are rigorous.