Teaching can acquire professional status through teacher preparation agencies implementing programs oriented to the hypothetical-deductive model based on existing research. Teacher preparation programs must orient both inservice and preservice teachers appropriately to educational research and its transfer to practice. Many research studies exist which can be used by teachers, not as a recipe for eliminating every negative classroom situation, but as a backdrop of strategies, systems, and curricula which have demonstrated efficacy. Use of such research should be taught in methods classes. Teacher preparation must be based, in every respect possible, on research indicators. A two-page reference list concludes the document. (CB)