This study explored whether classroom teachers were involved in research, what role teachers should play in educational research, and what educational issues teachers think should be addressed in a newly restructured educational research infrastructure. The project included more than 6,000 educators nationwide with the majority in the Midwest. Data were obtained from educators in 30 of 51 states and 2 territories. In Kansas, 278 of 315 school districts were represented in the final sample of 1,688 state administrators, superintendents, principals, and classroom teachers. Conclusions from the study of educator involvement in local and national educational research are as follows: the vast majority of teachers were not contributing to the knowledge base in education through participation in research studies or in conducting studies; of all groups of educators, teachers were the least supportive of actions that would include research activities in their everyday responsibilities in the preservice training of future teachers; research should be aimed at finding effective instructional strategies, changing student variables, improving assessment methods, improving early childhood education, and helping with educational solutions to social problems. Also, most did not think the Goals 2000 could be achieved. Eight tables and six figures present the data. (Contains 18 references.) (JB)