This paper explores various issues related to the allocation of resources to science teacher education on the basis of research implications. Areas addressed include: (1) establishment of valid science teacher training content; (2) science teacher education research (providing information on the average effect of some general practices used to train science teachers); (3) the lack of a hypothesized or theoretical model as the focus on science teacher education research; (4) the practice of training researchers (suggesting that graduate science education programs need to be developed where research skills and methodology with emphasis on applying them are the core of the curriculum); (5) personnel administration; (6) external funding patterns; (7) national research centers (suggesting that resources be allocated to set up such centers to pursue a generic area of research); and (8) models related to translating theory (research results) into practice. It is indicated that research should be considered as a means to an end and not the end itself, and that this assumption should be kept in mind as discussions are made to fund, plan, conduct, and apply research. (JN)