Ideas underlying both professional and public attitudes toward continuing education in clinical laboratory science are examined, and the history of the American Society for Medical Technology (ASMT) in continuing education is traced. Continuing education may be defined as any systematic effort developed by a clinical laboratory scientist to update and expand knowledge and skills. A pertinent issue is whether mandatory or compulsory continuing education has any demonstrable beneficial effects on the health care of the public and on the provision of timely and effective care. It is suggested that more research is needed to determine how, or if, continuing education affects the competence of the laboratory professional's performance. All continuing education programs sponsored or approved by ASMT should: identify participant's perceived needs and needs demonstrated by proficiency tests, performance evaluations, or accreditation inspections; specify financial and manpower resources; determine whether behavioral objectives correlate with needs; base course content and instructional strategies on objectives to maximize transfer of knowledge of skills; and evaluate student learning and long-term course outcomes. It is suggested that the upsurge of mandatory continuing education during the 1970s is almost certain to continue, and that licensing or certification is increasingly becoming prevalent. Examples of continued learning experiences under the following categories are identified: formalized and nonformalized learning experiences; self-directed learning, participation in ASMT at various levels, formalized tours, and program contribution for continuing education. (SW)