The paper considers how research and teaching of sociology will be improved if sociology graduate students receive training with a different emphasis. The major problem besetting sociology education centers on the dominance of quantitative techniques. This technical dominance in the field of sociology has resulted in excluding: subject matter, skill in detecting analytically similar situations, and ability to apply general principles to an individual case. Specific problems in graduate training of sociologists in colleges and universities include premature specialization, failure of departments to transmit an understanding of the entire discipline, and lack of emphasis on integrating sociology with other disciplines. Sociology education will be improved if students are provided background in mathematics, history, literature, and a biological or physical science and if they are shown how sociology can contribute to these and other disciplines. Further, sociology graduate programs should devote more time to studying the social world with which students are familiar. (DB)