Abstract
This article, involving the comparison of two multi-year mixed methods research studies aimed at enhancing the post-secondary, large-class teaching and learning environments, has as its purpose to illustrate the role of a mixed methods practitioner (MMP) by examining the processes undertaken by the educational research teams. The impetus for this work is the lack of practical application of the legitimation theory espoused in the literature and the need for guiding practices for MMPs working within research teams. A two-stage process of reflecting upon the planning decisions guided the cross-case analysis method involving writing individual accounts for each study followed by a comparison of the studies in terms of key features (e.g., purpose, design) and sources of legitimation (Onwuegbuzie & Johnson, 2006). These findings are discussed in light of implications for conducting mixed methods research in teams specifically focused on the MMP roles as a boundary spanner and issue mediator.