Michael D. Fetters. (2020). The Mixed Methods Research Workbook: Activities for Designing Implementing, and Publishing Projects. Sage. Paperback, 293 pages. (ISBN: 978-1-5063-9359-9) Reviewed by Sofa I. Melendez, Katrina Carbone, and Michelle Searle In Te Mixed Methods Research Workbook, Michael D. Fetters has developed a practical resource for scholars, graduate students, and individuals with an inter- est in mixed methods research (MMR). Since many of the concepts presented are essential to all types of human research, the workbook would make an ex- cellent required reading for an introductory graduate-level MMR course. Te workbook is intricately scafolded, with engaging lessons covering vital areas of MMR training—literature review, ethics, publishing, validity, grant applications, and philosophy worldviews. In particular, the integration of mixed methods is a key feature of the workbook. Fetter’s pedagogical intentionality is apparent, and the organizational structure and textual features render this a useful text for a range of audiences and worthy of keeping on your bookshelf for future reference. Common threads include collaborating with peers and illustrating concepts with stories drawn from a range of felds. Recent and relevant in-text citations solidify the evidence-based research used in developing this workbook and guiding mixed methods projects. Efective textual features, such as chapter learning objectives to focus learn- ing, checklists to review learning, and resources to further learning are used consistently. Notably, the workbook incorporates application activities with plenty of space to fully develop thoughts and work through the activities, promoting multiple means of representation and refective questions. Multiple tables, fgures, and templates are included, which align perfectly with the workbook style of the text to ofer visual schemas and practice for complex topics. Many of these textual features are essential in helping the reader to skillfully apply integration in MMR. Worth noting are the workboxes, where readers can record ideas related to a spe- cifc project relevant to their work. Fetters seems to adopt a pragmatist perspective throughout the chapters, which may be highly infuential for readers who have not yet formed their philosophical assumptions. In addition, it may provide an important epistemological challenge for scholars whose assumptions lean toward other perspectives. We noticed that periodically, the explanations of qualitative components were framed more com- prehensively and positively than the quantitative components and wondered if a more balanced description of both methods might have enabled novice researchers Corresponding author: Sofa I. Melendez, Ryerson University, Toronto, Ontario, Canada: sofa.melendez@ryerson.ca © 2022 Canadian Journal of Program Evaluation / La Revue canadienne d’évaluation de programme 36.3 (Special Issue / Numéro spécial), 414–416 doi: 10.3138/cjpe.73686