This paper reviews the book "Problem-Based Methodology," by Viviane Robinson. Consisting of 12 chapters divided into 4 parts, the book's general argument is that educational research must be grounded in problem-based methodology (PBM) if it is to contribute to the improvement of teaching and administrative practice. The reviewer first addresses the following questions: What is problem-based methodology? What are its main strengths and limitations? and Do the arguments in its favor withstand critical scrutiny? Then, it is pointed out that Robinson offers a set of criteria to assist in theory appraisal and the improvement of practice: exploratory accuracy, effectiveness, coherence, and improvability. The PBM approach requires theoretical pluralism, in which the theories or actions relevant to the problem situations are investigated, evaluated, and, if necessary, altered. Robinson argues that to understand an educational problem is to understand the theories of actions of relevant agents and the factors that sustain those theories. The book is deemed to be refreshingly innovative in its novel approach to education research. By requiring theoretical pluralism, practitioner and researcher approaches to educational problem solving are collaboratively addressed within a context of critical dialogue. (LMI)