In recent years, the debate about the utilization of research studies that have been used to inform educational practice has been steadily growing. This debate is primarily the result of frustration; despite the investment of billions of dollars, learner outcomes have not significantly improved. One possible explanation is that most education programs and specific interventions are not informed by the same type of scientifically based research (SBR) used in medical and other scientific fields. There is a growing call for concentrating future research investments in the field of education on experimental SBR because other methods, including quasi-experimental and non-experimental studies, cannot identify effective practices and programs. Proponents of scientifically based research in education argue that education is a science, like chemistry, medicine, or psychology, and therefore is subject to the same rules of evidence as any other applied field. Federally supported adult education and literacy research activities are increasingly emphasizing experimental studies. The landmark No Child Left Behind statute highlights the importance of experimental research that can identify educational programs that have demonstrated their effectiveness through scientifically based research. The appendix contains a glossary of terms.