This special journal issue contains the proceedings of the Workshop Exploring Qualitative/Quantitative Research Methodologies in Education, held July 21-23, 1976, in Monterey, California. An introductory overview comments on the epistemological nature of the quantitative and the qualitative approaches to educational research and compares several dominant motifs and patterns that serve to clarify the alternative emphases inherent in each approach. The papers that follow address five educational problems: (1) determining next steps in qualitative data collection; (2) assessing language development--written and/or oral; (3) examining reasons for doing demonstration projects; (4) identifying effective teaching; and (5) assessing race relations in the classroom. There are three papers per problem--the first from a researcher working in a qualitative mode, the second from an expert working in the quantitative mode, and the third a critique of the first two papers by a person who represents expertise in the problem area identified either as a researcher or a practitioner. (Author/RM)