A number of conclusions can be drawn from an examination of epistemological questions relevant to the building of a theory of research practice in educational administration: (1) the realms addressed by the human sciences and by the natural sciences differ markedly in degree if not in kind; (2) the "theory" movement was guided epistemologically by an uncritical acceptance of natural science presuppositions; (3) epistemologies inherent in the natural sciences are incapable of guiding inquiry into the "ought" dimensions of practice; (4) we need more intensive study to determine the modes of inquiry and epistemological presuppositions that are most appropriate for guiding the long-range study of management and leadership practices in educational organizations; and (5) in seeking to build a theory of practice that encompasses both the real and the ideal, two strategies, a coexistence strategy and an integrative strategy, can be identified. (DS)