This exploration of the future of research in special education identifies components of "good research" and reasons for the existence of poor quality research. It cites the difficulty in identifying links between research findings and innovations in practice. Factors that will influence the future of research in special education are noted, such as the need to prove school effectiveness, publication of reports critical of schools, changes in the concept of special education need, changed views about the rights of handicapped individuals, changes in patterns of employment, changes in incidence of handicapping conditions, changes in the ways in which research is evaluated, significant rise in poverty, education as one of the least research-supported professions, developments in information processing, and the challenge of diversity. In regard to the characteristics of research in the immediate future, it is likely to be: (1) collaborative; (2) interdisciplinary; (3) naturalistic; (4) intervention-focused; (5) conducted in centers and large independent behavioral research organizations; and (6) of limited short-term usefulness to school personnel. It is also likely that there will be: improvement in researcher training; a need to train professionals who can do quality research, integrate research, and translate research into practice; a need to train policy researchers; and a need to provide research training that simulates future roles. Nine references. (JDD)