As in many other social science disciplines, mixed methods and triangulation are gaining importance in history education research. Nevertheless, in this discipline there is also a prevailing lack of theoretical and methodological reflection about method integration. With this article, we wish to stimulate the methodological debate regarding this issue within the community of history education researchers and to strengthen the research profile of the discipline. We start by presenting lines of discussion regarding adequate research methods for the investigation of different types of social phenomena. Thereafter, we show how the 'paradigm wars' in social research were mitigated by the development of integrative concepts such as triangulation and mixed methods. Then we focus on current developments in history education research in German-speaking countries. Finally, we give a brief overview on international research into history teachers' beliefs, thereby addressing specific challenges for the application of triangulation or mixed methods in our discipline.