This paper addresses the recommendation made by a recent study that the Doctor of Philosophy (Ph.D.) degree be rejected as the graduate degree in education and the corollary of this recommendation, that the Doctor of Education degree (Ed.D.) be the standard degree for advanced study in education. This paper reviews data on trends in the incidence of the degrees, describes some findings on comparisons between the two degrees over the years, and argues that there are at least three factors related to degree choice which may interfere with any effort by the profession to move toward a single degree, particularly if that degree should be the Ed.D. These three factors are the reopening of the marketplace for doctoral graduates in education, the popularity of the Ph.D. with students and faculty, and the expanding knowledge base in the field. This case relies heavily on a previous study which attempted to view some of the issues from the perspective of different stakeholders: alumni, students, and faculty, as well as program administrators. (JD)