A RESEARCH REPORT WITH GENERAL APPEAL TO CLASSROOM TEACHERS SERVED AS THE BASIS FOR AN ATTITUDE EVALUATION SURVEY COMPARING THE COMPREHENSION OF RESEARCH BY TEACHERS AND BY EDUCATIONAL RESEARCHERS. MAJOR GOALS OF THE STUDY WERE TO DETERMINE AREAS OF RESEARCH PROCEDURES AND TERMINOLOGY WHERE TEACHERS MOST NEED ASSISTANCE AND TO DEVELOP PROCEDURES FOR DISSEMINATING RESEARCH RESULTS TO TEACHERS IN A FORM UNDERSTANDABLE TO THEM. RESPONSES FROM 167 SMALL TOWN AND RURAL TEACHERS WERE COMPARED WITH RESPONSES FROM 151 MEMBERS OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (AERA). QUESTIONNAIRE ITEMS REFERRED TO METHODS OF SAMPLING AND DATA GATHERING, RELIABILITY, VALIDITY, AND DATA ANALYSIS. AERA MEMBERS WERE MORE INCLINED TO INDICATE THAT THERE WAS "INSUFFICIENT INFORMATION" UPON WHICH TO BASE A RESPONSE. TEACHERS WERE MORE INCLINED NOT TO RESPOND TO CERTAIN ITEMS. ON ALL QUESTIONS THERE WAS A HIGHER PERCENTAGE OF EDUCATORS RESPONDING "DO NOT UNDERSTAND." CHI SQUARE FINDINGS FOR THE 41 QUESTIONNAIRE ITEMS INDICATED THAT THERE WERE STATISTICALLY SIGNIFICANT DIFFERENCES BETWEEN EDUCATORS AND RESEARCHERS IN ATTITUDES TOWARD AND COMPREHENSION OF VARIOUS RESEARCH PROCEDURES AND TERMINOLOGY. DIFFERENCES WERE ALSO DETERMINED BETWEEN EDUCATORS WHEN GROUPED BY SEX, POSITION, EXPERIENCE, DEGREE, AND SIZE OF SCHOOL ENROLLMENT. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION MEETING (NEW YORK, FEBRUARY 17, 1967). (JK)