Most agree, in general, that educational research benefits American schools. However, the specific relationship between research and application remain poorly cultivated, and too little educational research is actually utilized by classroom teachers. This paper selectively reviews the intricate association between educational researchers and American practitioners and focuses on models of professional collaboration. Educational research will be more generously applied if researchers, research institutions, teachers, and schools would realistically accommodate one another. A four-page list of references is included. (Author)