This paper presents some ideas, opinions, and hunches concerning ways to help the professional educator become a more efficient consumer of research. The author states that implied throughout the paper are two assumptions: (1) that educators should be able to interpret and utilize research findings appropriate to their professional responsibility; and (2) that educators do not generally utilize research in their professional roles due to lack of research knowledge and skills and/or positive attitudes toward research. In this paper some cognitive competencies that appear to be important in the interpretation and utilization of educational research are identified. Affective considerations are discussed in regard to the educator as an intelligent consumer of research. Finally, problems that may hinder the effective utilization of research are posed as are strategies that would help alleviate these barriers. (RC)