This article focuses on the linkage between the quantitative and qualitative distance education research methods. The concept that serves as the conceptual link is termed "complementarity." The definition of complementarity emerges through a simulated study of FernUniversitat's mentors. The study shows that in the case of the mentors, educational phenomena are approached from several points of view rather than from a viewpoint where one perspective excludes another. Because of the interrelationship between everyday reality (qualitative) and reconstructed reality (quantitative) research, a conceptual linkage is required that displays the fruitfulness, yet philosophical and theoretical faithfulness, of interrelating the qualitative and quantitative research procedures. To this end, complementarity is proposed. Complementarity aids the development of a holistic portrayal of mentors while retaining acceptable philosophical, theoretical, and ethical standards. It contributes to a more faithful interpretation within the context of the program in use, and it allows for recommendations that focus on a complement of quantitative and qualitative methodologies. A 42-item reference list concludes the document. (KC)