We interrogate the opportunities and challenges of using mixed methods (MM) within a developmental evaluation (DE) context by drawing on two illustrative cases that investigated educational change in Canada. Methods: Multi-case design and cross-case analysis, with a focus on examining common patterns across the two cases, enabling new ways of portraying and thinking about the data. Findings: We present a four-part framework for charting MM integration (why, what, when, and how) within DE contexts. Then, from the juxtaposition of these cases using this framework, we present three considerations for evaluation practice and future research: (1) balancing the need for data collection versus moving initiatives forward, (2) not assuming stakeholders want co-production, and (3) developing integration literacy.