Issues in the educational administration knowledge base are discussed in this paper, with attention to its definition, extent, and usefulness. The discussion is based on the premises that the knowledge base lacks: (1) organization; (2) definition and applicability; and (3) comprehensiveness and usefulness. Other hindrances to developing a comprehensive knowledge base include the fragmented organization of educational administration departments and poor research quality. A blend of quantitative and qualitative approaches is suggested as the method of inquiry for educational administration. It is concluded that educational administration programs should have a strong knowledge base, and that this knowledge base should consist of a triad of elements: content (what); context/delivery (how); and an ethical/moral dimension (why). One table and four figures are included. The appendix summarizes concerns about research and the knowledge base in educational administration. (45 references) (LMI)