A questionnaire was distributed to a population of science education doctoral students to collect data about the role of the library in providing information resources needed by doctoral students in science education (both Ed.D. and Ph.D.) at the University of Georgia. Doctoral students were selected for the study because they will eventually teach potential scientists and science educators and perform research in science education, and will probably be the heavist library users in their discipline with the exception of the faculty. Knowledge about how and where to locate the information they require for research and instruction is essential for them to competently perform their role as educators. It was found that the student group: (1) relied primarily on manual searches of indexes and abstracts, journals, and citations; (2) used traditional print materials extensively (i.e., books, periodicals, and textbooks); (3) obtained materials directly from the library, rather than using alternate methods such as interlibrary loan, with the most frequently used alternative method being borrowing from faculty or colleagues; (4) thought that an online catalog would have been useful to them when writing their dissertations; and (5) used very similar strategies for identifying and obtaining information during their coursework and the dissertation phases. A copy of the questionnaire and sample correspondence with the participants are appended. The text contains 48 tables. (27 references) (SD)