Research on teaching is a pragmatic enterprise that seeks justification in its contributions to a knowledge base for teaching and teacher education. Because professions are generally considered to be occupations that possess specialized knowledge, research on teaching is logically at the heart of discourse about teaching as a profession. This paper assesses the extent to which research on teaching has served as a suitable resource for the profession of teaching and suggests ways in which that service might be enhanced or extended. It is pointed out that an attempt to relate the notion of profession to the study of teaching requires clarity about what the term "profession" means and what role knowledge plays in the process of being or becoming a professional. Issues of professionalization are explored with particular reference to education. The status and utility of the knowledge that has emerged from teaching research is examined. Ways are suggested in which research on teaching can build upon its recent successes to become an even more powerful resource for the professional practice of teaching. (JD)