Over the past few decades, policymakers worldwide have increasingly emphasised the importance of education. This policy focus has led researchers to scrutinise the processes through which educational rules and regulations are adopted and the outcomes these changes produce. As a result, the scope of education policy research has expanded significantly to address these developments. However, education policy research is often considered a ‘messy hinterland’ because most current methods prioritise clarity and precision. Consequently, there have been calls to revisit and refine these methodologies. Q methodology responds to this call by facilitating access to the multiple realities that exist within educational contexts. This chapter demonstrates the utility of Q methodology through two case studies. The first study investigates the perceptions of administrators and faculty regarding the implementation of a quality assurance process in a College of Education, highlighting the macro–micro gaps in policy implementation. The second study examines the phenomenon of cancel culture in Arab higher education, analysing the views of academics on its causes and effects. These examples illustrate how Q methodology can bridge the gap between policy and practice, providing insights for the formation and implementation of education policy and capturing the multiple realities inherent in educational settings.