This chapter considers the relationships between accreditation, certification, and training for educational technologists and instructional developers, and examines the role of feedback and quality control in these relationships. The history of the development of educational technology provides background for understanding some of the problems that are associated with professional preparation of media personnel and which have implications for certification. Current guidelines for certification are listed, and the roles of feedback and quality control are presented in the form of several models to be used as an element of certification. It is then suggested that the present guidelines and certification process will represent a positive correlation between task performance and certification, and recommendations are made for using the data produced during certification to improve the quality of training programs and for applying similar procedures informally throughout the curriculum. Six figures are included. (13 references) (Author/EW)