This study collected and interpreted facts on the need for, use of, and appraisal of, professional continuing education (PCE) by research and development scientists and engineers in the Federal government and industry. There were three broad approaches: interaction modes (including professional meetings, seminars, lectures, and sabbatical leaves); subsidized short courses and other noncredit and credit outside courses; journal clubs and other educational activities in the laboratory. Top management provided some educational opportunities, but motivation was largely relegated to supervisors. Actual employer programs consisted mainly of combinations of university credit courses, professional meetings, and laboratory lectures and seminars. Participants saw PCE as a complex and dynamic process oriented toward keeping up to date within one's own domain or related disciplines, or acquiring additional pertinent information needed to continue in one's area of specialization or assignment. In the universities, research and degree teaching were of higher priority than PCE. Recommendations were made for action by management, professional societies, and universities. (Included are a bibliography, list of cooperating institutions, and 29 tables.) (ly)