Mixed methods research is a robust and growing methodology in many fields, including education. We drew upon the influential work of Greene et al., Ivankova and Kawamura, and Alise and Teddlie to explore the landscape of published mixed methods research in special education. We conducted a systematic literature review of 15 top-ranked journals in special education from 2007 to July 2019. Specifically, we used the seminal work of Greene et al. as a conceptual framework for describing how researchers designed and implemented their mixed methods research studies. We found a very small proportion of the total number of original research studies purported to use mixed methods (0.62%; N = 43). Within this small set of mixed methods research studies, very few explicitly articulated and defended how they addressed the recommended components identified by Greene et al. Implications for applying mixed methods to special education research are discussed.