THIS SURVEY OF THE 727 MEMBERS OF THE AMERICAN ASSOCIATION OF COLLEGES FOR TEACHER EDUCATION (AACTE) DETERMINED THEIR INVOLVEMENT IN AND CAPABILITIES FOR EDUCATIONAL RESEARCH. USABLE REPLIES RECEIVED FROM 303 PERSONS WERE CODED AND ANALYZED. UNIVERSITIES WERE MOST HEAVILY INVOLVED IN EDUCATIONAL RESEARCH, USUALLY COMMITTING DOUBLE OR TRIPLE THE RESOURCES COMMITTED BY LIBERAL ARTS COLLEGES, TEACHERS COLLEGES, OR "OTHER" INSTITUTIONS. ALL INSTITUTIONAL CATEGORIES WERE FOUND TO HAVE CONVERTIBLE RESOURCES OF FACULTY, SPACE AND EQUIPMENT WHICH COULD BE INVESTED IN RESEARCH. SMALLER INSTITUTIONS GAVE EVIDENCE OF POTENTIAL FOR SIGNIFICANT RESEARCH IF GIVEN DEVELOPMENTAL AND FINANCIAL ASSISTANCE. RESEARCH WAS MOST OFTEN BLOCKED BY LIMITATIONS OF FACULTY TIME, WITH MONEY SHORTAGES LISTED SECOND. THE FEDERAL GOVERNMENT HAS BEEN THE CHIEF SOURCE OF RESEARCH FUNDS, AND OF FUTURE RESEARCH FUNDS. RESEARCH IS A PRIMARY FUNCTION FOR A FEW FACULTY MEMBERS, BUT A LIMITED NUMBER WILL BE HIRED PRIMARILY FOR RESEARCH IN 1967-68. ABOUT ONE-TENTH OF THE RESPONDENTS REPORTED TRAINING PROGRAMS FOR EDUCATIONAL RESEARCHERS, BUT FEWER THAN ONE-FIFTH OF THOSE NOT HAVING SUCH PROGRAMS PLAN THEM IN THE NEAR FUTURE. TEACHER EDUCATION, LEARNING PROCESSES, AND CURRICULUM STUDIES IN THAT ORDER ARE THE TOP PRIORITY AREAS FOR RESEARCH. A NATIONAL PROGRAM FOR RESEARCHER TRAINING WAS RECOMMENDED, ALONG WITH GREATER INTERDISCIPLINARY COOPERATION AND MORE COMPREHENSIVE FINANCING FOR EDUCATIONAL RESEARCH AT ALL SCHOOL LEVELS.