This paper explores the issues involved in deciding on the most approapriate research methodology to use in a particular study. It arises from an examination of various methods explored in deciding on the most appropriate methodology to adopt in conducting a study on inclusive education in Irish schools. It examines the theoretical and epistemological assumptions underlying various methodological approaches, with particular reference to qualitative versus quantitative approaches and a sequential, linear versus a cyclical, develomental approch. It briefly explores issues such as the nature of knowledge, the naure of human beings and the nature of social reality and the rerlationship between these issues and methodogical assumptions. The paper explores the sterengths and weaknesses of various approaches and examines, in relative depth, some particular approaches, such as Grounded Theory Methodology, Case Studies and Action Research. The paper concludes with an outline of why such approaches were considered in designing this study into Inclusive Education in Irish schools.The methodologies used in the study involved both qualitative approaches, such as individual and focus group interviews and unstructured observation, and quantitative approaches such as questionnaires and structured observations. It adopts aspects of Grounded theory Methodology, as well as employing a systemic organisational paradigm as a means of enabling schools to develop and audit more inclusive practices.The expected outcomes of the study include recommendations for developing more inclusive classsrooms within inclusive schools within an inclusive national education system.