The aim of this paper is to explore the demand side of the market for educational research. That is, what types of educational research do teachers find useful for advancing their instructional practice and under what conditions do they access the research currently available? Although teachers have mixed opinions--both positive and negative--of research, teachers are by no means categorically disinclined to using educational research to improve their practice. In fact, teachers are particularly inclined to seek out research when they have an immediate pressing concern, and their demand is greatest for research provided via the Internet, through trusted colleagues, by credible researchers, and in educational contexts similar to their own. However, their views of what constitutes "credible" research tend to differ from those of professional researchers. Teachers include among their criteria for credibility research that is relevant and applicable to their own classroom context. More generally, perceived gaps between researchers and practitioners lead to issues with the content, presentation, and dissemination of educational research that limit teachers' demand for it. In a profession where time is at a premium, teachers are unlikely to prioritize research that does not take into account their needs and preferences. Ensuring an appropriate match between what teachers want and what researchers supply requires that certain changes occur within the academic, policy, and practitioner communities. By advancing the education community in this way, students will benefit from teaching that is both high quality and research-based. Focus Group Protocol is appended. (Contains 1 table and 3 sources.)