This part moves to a closer-grained account of instruments for collecting data, how they can be used and how they can be constructed. We identify eight main kinds of data collection instruments, with many variants included in each: questionnaires (with greater coverage of issues in questionnaire design and the developing field of online questionnaires); interviews; accounts; observations; tests; personal constructs (entirely rewritten by Richard Bell); role-playing (entirely rewritten by Carmel O’Sullivan); and a completely new chapter on visual media in educational research. We have expanded on discussion of material from the previous editions, particularly in respect of questionnaire design and interviews. The intention of this part is to enable researchers to decide on the most appropriate instruments for data collection, and to carry out the practical, careful design and use of such instruments. The strengths and weaknesses of these instruments are set out, so that decisions on their suitability and the criterion of fitness for purpose can be addressed. Hence this part not only introduces underlying principles that underpin instruments, but also offers sound, tested, practical advice for their usage. This is intended to enable researchers to gather useful and usable data. In particular more recent forms of gathering data are considered, including telephonically and by internet usage, and the strengths and weaknesses of these different kinds are set out clearly for researchers. There is greater coverage of conducting research that involves children. The new chapter on visual media in educational research considers these not only as means but as ends in themselves. We provide practical advice to researchers who are collecting visual data in classrooms and educational locations.