For many practitioners, reading about or doing research is not seen as a viable means by which to learn about human behavior. In reaction to the non-utility view of research, a number of writers have questioned the validity of the scientist-practitioner model, or reinterpreted the model, or asked psychologists to reconsider the philosophy of science. Another alternative is for educators to examine and evaluate their training goals. Students may not be adopting research in their behavior repertoire and may not be acquiring a philosophical perspective on the value of research. There are several methods for training doctoral students in counseling psychology in the use of research findings. Research training could be improved by: (1) teaching applications; (2) teaching how to retrieve research findings; (3) improving comprehension of research; (4) encouraging regular reading of research; (5) emphasizing preparation for doctoral comprehensive examinations; (6) developing research practica; and (7) developing research teams. Research and the scientific approach can be useful to a broad range of professionals within counseling psychology. If research is perceived as irrelevant, this may reflect on the quality of the research or on ineffective training. Educators must examine the effectiveness of the research training they receive and incorporate into their professional behavior, and be willing to restructure training programs to help students base their practice in and on research. A four-page list of references concludes the document. (NRB)