In spite of this article’s title, the conversation about the nature of educational inquiry continues. However, when educators first began to engage in qualitative research, there was a great deal of confusion about what constituted legitimate method. This article was among the first to make a distinction between a “how to do it” way of thinking about method, and a “logic-of-justification” way of thinking. The article remains a useful resource to those who are in the early stages of learning about different modes of inquiry.