This report examines fallacious assumptions existing in graduate study and in the field of higher education. These assumptions are that: (1) graduate students are excessively supervised; (2) examinations are the best criterion for student selection and for judging professional promise; (3) evaluation is equivalent to education; (4) students learn what is presented to them; (5) truths of education are given; (6) method is more important than substance; (7) students become creative professionals after being passive learners; and (8) graduate students should be regarded as manipulatable objects instead of as persons. Other specific problems are the newness of the field of higher education, its lack of visibility and "respectability," the lack of adequate research opportunity and support for graduate students, and an attempt by a few to maintain the status quo. Graduate students must organize, demand and initiate changes in the curriculum, the hiring and promotion of faculty, the salaries and benefits of graduate students, the availability of research facilities, entrance requirements, their program, and other pertinent areas. (AF)