Mixed Methods Research (MMR) is growing rapidly, globally, and continues to develop across disciplines. A competency-based course design can better help develop mixed methods research scholars with competency-based learning outcomes. MMR-specific guidance, which informs meaningful design features for competency-based learning outcomes in graduate programs, has been scarce. The overarching aim of the study was to conduct a mixed methods evaluation of an innovative MMR course among doctoral students on MMR competency outcomes. This study examined five cohort groups of doctoral students enrolled in an MMR course during 2016-2020 (n=54) and provided a research-tested MMR tool that is sensitive to detect changes and easily administered. This MMR-Competency Outcomes Measurement Tool (MMR-COMT) included a 15-item quantitative Mixed Methods Research Competency Scale (MMRCS_15), a 2-item MMR overall competency assessment (MMROV_2), and 3-item qualitative probing questions. The findings showed strong convergent evidence from both the significantly increased MMR learning objectives and competency scale scores quantitatively, as well as overwhelmingly positive qualitative quotes, convergently demonstrating the significant impact on MMR competencies. The current study contributes to the overall scholarship of the teaching and learning community with MMR-specific empirical studies, providing MMR competency measurement tool, as well as highlighting key course design features with students' voices.