In recent times, there has been a growing interest in empirical research in religious education and (practical) theology. No doubt, empirical procedures not only promise important insights for religious education--they also promise academic credibility because they are part of the established methodology in a number of disciplines like psychology, sociology, and cultural studies. In this paper, the author offers his conclusions concerning the research needed in religious education, including: (1) Establishing religious education as a research discipline that must produce research results that gain acceptance within the field as well as beyond; (2) Conducting more empirical research and striving for a methodological balance; (3) Researching previously "unknown territories" such as congregational work and the context of the family; (4) Following an agenda that appeals to different audiences--church and theology, the individual person, and the wider public; and (5) Realizing that religious education should not strive to model itself according to the expectations of science. (Contains 1 footnote.)