Through critical perspectives, we encourage readers to bring creativity to methodological approaches in studying educational leadership for social justice. The chapter provides a critique of traditional methodologies so as to promote theoretical development. We highlight abductive reasoning and ground our arguments in the rich history of scholars whose works have challenged and advanced the fields’ growth in social justice. Our argument is simple: We have the right people, ideas, and talent, but prescribed and formulaic methods have stifled discovery and the field’s growth. We offer both philosophical arguments and technical processes of abductive reasoning and how such an approach pushes knowledge outward, expanding beyond what is already known. Our two empirical demonstrations—one in educational leadership for social justice and one in a business setting on responsible management—highlight the abductive reasoning process which called upon the researchers to lean away from existing knowledge toward new/reconceptualized understandings. We recognize the barriers and the long road ahead for presenting research that is different, yet we end with a call to action for researchers to be brave, take risks, and be more creative in their approaches to truth-seeking beyond traditional dichotomous, quantitative, and qualitative methods.