The continual development of a body of knowledge about inservice education requires attention to data collection, conceptual clarity, and the need for a self-correcting theory through which research proceeds. This paper is divided into four separate discussions: (1) the difficulties of developing a clear concept of career education, (2) minimal specifications necessary for developing theoretical structures, (3) the ingredients of data collection for preparing professional educators, and (4) the role of policymakers and the effects of organizational change. The paper concludes that the best arrangement between individuals and organizations is the one in which there is reciprocation of satisfaction and self-fulfillment. (Author/LD)