The purpose of this study was to investigate the relationships between graduate education in educational psychology and instructional design programs in view of the common interest of the two disciplines in certain content areas. Program administrators (chairpersons) of instructional design and technology programs at 22 institutions with doctoral programs in both areas were surveyed (N=44). A questionnaire was used to collect data on how frequently graduate students in one of the disciplines study topics in the other discipline, and the frequency of the study of such topics at three points in time: currently studied (1983-84); studied 5 years ago (1978-79); and projected to be studied 5 years in the future (1988-89). Information was also solicited about the contact between faculty in instructional design and educational psychology and whether these interactions were expected to increase, decrease, or remain constant over the next 5 years. An overall response rate of 64.3% was obtained. Findings indicate that while the two disciplines are moving closer to each other, this is happening in an uneven fashion with educational psychology programs incorporating more topics from instructional design programs than vice versa. Contact between faculty in the two areas has increased or remained constant; however, relatively few faculty in either program engage in collaborative research or publication with faculty from the other discipline. Suggestions for future research include measure of student exposure to a given area, a replication of this study during the 1988-89 academic year, and use of the Delphi trend forecasting technique. A list of references and two data tables are provided. (JB)