The book *Methods in Educational Research: From Theory to Practice* by Maguerite G. Lodico, Dean T. Spaulding, and Katherine H. Voegtle is intended for graduate students who are also current practitioners, including classroom teachers and principals. The book covers a wide range of topics in educational research, from philosophies and approaches to research design and analysis. However, the extensive coverage of topics means that each is only briefly discussed, which may not be sufficient for an introductory audience. The book is well-organized with figures, tables, checklists, and additional resources to aid understanding. However, some of the additional resources are outdated, and the book contains several errors in the quantitative sections. For example, the authors incorrectly describe quasi-experimental studies as involving random assignment, which is not accurate. The language in the book is straightforward but sometimes overly simple and outdated, which may not be suitable for students aiming to become strong consumers of research. While some chapters, such as those on literature reviews and research proposals, may be useful for an introductory course, the book as a whole is not recommended for use in introductory research methods courses for practitioners due to its excessive breadth and inaccuracies.The book *Methods in Educational Research: From Theory to Practice* by Maguerite G. Lodico, Dean T. Spaulding, and Katherine H. Voegtle is intended for graduate students who are also current practitioners, including classroom teachers and principals. The book covers a wide range of topics in educational research, from philosophies and approaches to research design and analysis. However, the extensive coverage of topics means that each is only briefly discussed, which may not be sufficient for an introductory audience. The book is well-organized with figures, tables, checklists, and additional resources to aid understanding. However, some of the additional resources are outdated, and the book contains several errors in the quantitative sections. For example, the authors incorrectly describe quasi-experimental studies as involving random assignment, which is not accurate. The language in the book is straightforward but sometimes overly simple and outdated, which may not be suitable for students aiming to become strong consumers of research. While some chapters, such as those on literature reviews and research proposals, may be useful for an introductory course, the book as a whole is not recommended for use in introductory research methods courses for practitioners due to its excessive breadth and inaccuracies.