The International Association for K-12 Online Learning (iNACOL) publishes a research agenda on an ongoing basis to continue its work in field-building, capacity-building and knowledge-building. Based on a 2013 survey of the field to identify research needs, iNACOL developed a research approach, including the following: (1) Build a collaborative research agenda, including: field experts, the iNACOL Research Committee, the iNACOL Research Special Interest Group, leadership experts, and communities of practice; (2) Identify research needs for the field; and (3) Create the final national research agenda report. The purpose of this research agenda is to evaluate broad needs across the field and to prioritize future research needs. Browse this report to explore iNACOL's research agenda and needs across the field. Ten priorities for the 2013-2018 research agenda are presented and describe in this document: (1) Research is needed to identify the most effective learning environments for different groups of students, with different characteristics; (2) Research is needed to understand what designs are most effective when it comes to data systems and technology infrastructure; (3) Continued research is needed into promising practices for preparing all education professionals to support learners in K-12 blended and online learning environments; (4) Research for understanding what change management practices are most effective when implementing breakthrough models in K-12 blended and online learning?; (5) Research is needed to explore the teaching strategies that are most promising in K-12 blended and online learning models; (6) There is a need for research in the area of instructional design when it comes to discovering the promising practices for designing courses for student learning; (7) Research is needed into what course and program design elements are necessary when it comes to providing access and equity to all K-12 learners in blended and online learning environments; (8) Research is needed on the type and frequency of assessments that are most promising for competency-based learning; (9) Research needs to be expanded regarding the human capital needs in K-12 blended and online learning environments; and (10) Research is needed to explore the effect of policy (national, state, and local) on quality assurance in K-12 blended and online learning environments.