The popularity of using qualitative, or ethnographic, research methods to improve educational practices is increasing. However, an examination of how research findings are translated into policy is necessary to assess accurately the extent to which this goal can be realized. This paper assesses the efficiency of four strategies for increasing research use in policy making: enlightenment-transfer, engineering-transfer, enlightenment-transaction, and engineering-transaction. "Enlightenment" and "engineering" are labels used to describe basic and applied research design. "Transfer" and "transaction" describe methods of disseminating research information. It can be concluded that qualitative researchers interested in having research incorporated into policy would be best advised to use either of the two transfer strategies and concentrate on improving the kind and form of information they present. Guidelines for researchers for facilitating the incorporation of research into policy are presented. An example of an attempt to direct research to policy makers, illustrating additional difficulties faced by qualitative researchers, is provided. (Author/MK)