The purpose of this study was to gain some insight into the competencies and experiences needed by professional personnel at the doctoral level for optimum preparation in the field of instructional technology. The higher institutions selected as the population sample were the University of Southern California, Michigan State University, Syracuse University, and Indiana University. Information was gathered from catalog listings , course syllabi, promotional brochures, and student handouts, as well as from a written questionnaire sent to randomly selected students, graduates, and staff. Recommendations were sought from scholars, innovators, and philosophers in the field. The related literature was reviewed. The result of the information-gathering process was an in-depth view of the process of doctoral education in instructional technology as it exists today and a set of guidelines for improving this process in the future. A bibliography, samples of the forms used to gather information, and a statistical analysis of the data are appended. (JY)