After many years as a high school mathematics teacher, administrator, university professor, and philosopher of education, the author's inclination in answering this question (what can teachers learn from research?) is to say, "not much." If one is looking for a recipe-like answer to questions about how to teach fractions, reading, spelling, or history, the author's answer holds. The best research will not give one such answers. Though research in education has proliferated, most instruction today is no better than it was when the author was a child. Educational research has become very good at gathering and reporting scores and statistics, but it still cannot tell everyone what to do about the problems underlying the numbers. The author's advice for teachers is to read widely and explore across ideological lines. The temptation is to find a school of thought and hang onto it for dear life. Doing so will provide one with a friendly network of like thinkers or, as likely, of nonthinkers. By reading and thinking--modifying, trying out, analyzing--one can begin to create each own great ideas on how to teach.