Traditionally, researchers, policymakers, and practitioners have perceived a tension between rigor and accessibility in quantitative research and evaluation in postsecondary education. However, this study indicates that both producers and consumers of these studies value high-quality work and clear findings that can reach multiple audiences. The authors discuss the perceived importance of rigor and accessibility, barriers to accomplishing both in practice, and suggestions for achieving an appropriate balance between the two. (Contains 8 notes.)