Understanding social inequality as a cross-level, i.e., micro-, meso-, and macro-level phenomenon, qualitative multilevel analysis appears to be an effective research strategy for contemporary inequality studies. Focusing on social inequality processes (e.g., discrimination), the description of which is central to explaining social inequality (Solga et al., 2009), qualitative multilevel analysis could complement quantitative approaches that foreground correlations between determinants (e.g., migration background) and dimensions of social inequality (e.g., educational disadvantage). Under this account the author presents in this chapter a concept of qualitative multilevel analysis focusing on hierarchical levels and their interactions (Hummrich and Kramer, 2018). Doing so, qualitative multilevel analysis aims to capture multidimensional research phenomena in a multidimensional way by using different qualitative approaches and thus tends to work in an integrative way (Nienhaus and Stoltenhoff, 2022). To show how qualitative multilevel analysis might help to study social inequality processes in this chapter the author draws on two own research projects based on a multilevel analytic research strategy each: the completed ethnographic dissertation project on the meaning of social inequality for parents, educators/teachers and interactions between children and educators/teachers in institutional early childhood education and care (Nienhaus, 2018) and a previous qualitative postdoctoral project on interconnections between educational curricula and social inequality in early childhood education and care focusing on the positions of daycare providers, educators and parents (Nienhaus, 2022). Concluding the chapter, the author discusses to what extent qualitative multilevel analysis is integrative in nature and thus suitable for comprehensively investigating social inequality processes.