Each year, the "CER" publishes a free, open-access bibliography that records the previous year's published research in the field of comparative and international education. The bibliography serves as a guide for researchers, teachers, policy makers, and students who wish to track developments within the field of comparative and international education. The bibliography also provides an opportunity to analyze patterns and trends that appear within the categorized list of articles. After offering a few words about the 2011 "CER" bibliography itself, in this essay the authors briefly describe several such trends that emerge from the collection of articles cataloged this year and since the year 2000. This essay suggests three ways to approach reading and using the "CER" bibliography. It then analyzes arguments advanced by authors whose work is represented in the "CER" bibliography section titled "Methodology and Theory." Based on a review of this and previous years' work cataloged in this section, the authors reflect on what they see, what is missing, and what has fallen away. (Contains 2 footnotes.)