This document, although substantially based on the results of empirical inquiry, is basically a position statement dealing with doctoral programs in science education as well as other areas of curriculum and instruction. The author contends that doctoral programs in science education should provide for in-depth training of students in one of three specialization areas in addition to a general science education preparation. These three areas are: (1) research and evaluation, (2) development, and (3) instructional leadership (teacher education and implementation of curricular change). (PEB)