The methodology employed in 14 motivational orientation studies was reviewed. All studies used either the Education Participation Scale, the Continuing Learning Orientation Index or the Reasons for Educational Participation Scale. Issues discussed concerned factor scoring, factor analysis, rotation, scaling, reliability, and the extent to which the three-factor Houle typology is an accurate representation of reality. There has been some well executed research in the orientation area. However, many deficiencies were identified and it was recommended that future orientation researchers emulate the strengths but avoid the weaknesses. A 50-item bibliography is included. (Author)