This paper posits that it is necessary to evoke the development of an adequate federal KPU (Knowledge Production and Utilization) program in education which will command broad-based support within and outside the profession and that this demands a reformulation of the conceptual structure on which the program is built. Section 1 offers a historical analysis of federal involvement in educational KPU and offers some generalizations regarding the goals and the means for achieving them that have characterized federal programs and policies. The conceptual structures that have emerged during this period are identified and criteria that can be employed in assessing such structures are proposed. The second section examines the systems view, which is the conceptual structure currently dominating educational KPU policy. How this view emerged and how it is reflected in current KPU policy are discussed. Also this concept is assessed in terms of the criteria listed, and its shortcomings in relation to realism and balance are noted. Section 3 purposes an alternative structure, the configurational view. This view is contrasted with the systems view on the dimensions of completeness, realism, and balance. It is concluded that the configurational model would result in more productive relationships between federal funding agencies and KPU units in the field and among the latter. Section 4 provides illustrations showing the effect the configurational view might have on educational KPU policies and program. (PD)