Educational research is not having the impact on teaching practice that it could and should be having. In the past fifteen years, a four-tier pattern has emerged, with each tier more complex and revealing than the one before. Earlier researchers focused on description and differentiation in their studies, building a body of knowledge that could be tested and validated. After placing values on the findings, practice is altered, and improvement is sought. However, difficulties have arisen due to the lack of a comprehensive and systematic view of how research findings can and should be used to influence change. Recently, educational researchers have moved toward strengthening the understanding of process-product relationships, making it easier to use and apply research results. Teacher educators should make sure that prospective teachers not only know the terrain of teaching and learning (product), but also know about it (process). In order to make the best use of research findings, teachers must conceive of and support appropriate delivery systems and take research utilization beyond edict, policy, and entreaty. (FG)