To investigate the extent to which graduate level education students found a required educational research course helpful, a questionnaire elicited occupation information about the student and about when the course was taken, the degree pursued, and degree attained. Additionally, the questionnaire asked the extent to which the course was considered helpful (1) in relation to other courses in the degree program, (2) in developing the necessary background to evaluate research reports, and (3) on the job. From a population of 825 former Memphis State University students who had taken the course over a 5-year period under 1 instructor (who maintained files of former students' names and addresses), 693 were found to be accessible. Of 535 responses received (a return of 77 percent), 64 percent of the respondents indicated education as their profession--52 supervisors/administrators and 288 teachers. This study focused on those 340 educators. Frequencies, t-test, and chi-square analyses were made in order to address the three questions central to the study. Overall, the majority of educators expressed the view that the course was helpful to them. Although both groups felt the necessary background on how to evaluate research reports had been developed, the statistical analysis showed that administrators regarded the course as significantly more helpful, both in relation to their degree program and on the job, than did classroom teachers. Two figures and one table are in the text; the appendixes contain the course syllabus and survey questionnaire. (MLF)