The chapter I contributed to the first edition of this handbook was titled “Researching Leadership for Social Justice: Are Some Methods Better than Others?” (Donmoyer 2014). In that chapter, I focused on the qualitative/quantitative distinction that was the focus of the late 20th century paradigm wars. I argued that both types of researh, if used appropriately, had the potential to generate valuable insights about the relationship between educational leadership and social justice (and injustice). In this chapter for the second edition of the handbook, the focus shifts to three methodologies that are not completely captured by the qualitative/quantitative distinction: mixed-methods designs, Indigenous research, and stakeholder-deliberation strategies. To ensure this second-edition discussion is tethered to actual research practice, this chapter focuses on three actual studies with which I have been directly involved.