In 2011, the author received the Jean Dresden Grambs Distinguished Career Research in Social Studies Award from NCSS, which "recognizes professionals who have made extensive contributions to knowledge concerning significant areas of social studies education through meritorious research." As part of the award celebration, she gave a presentation on how to compose a career in social studies research that drew on her 32 years as teacher-researcher at both the elementary and university levels. This article is adapted from that presentation and the Q&A session that followed. She says research is a means for social studies advocacy. Research reports can spur conversation, locally and nationally, about what counts as exemplary social education, for whom, why, and in what settings. It can challenge social studies' "back burner" curricular status. At the very least, systemic inquiry can prompt educators to think deeply about their social studies curriculum and instruction. Inquiries into what happens, what works, and why motivates appraisal of social studies instruction. More talk about diverse approaches and current trends is a key factor in the campaign for top-quality social studies education. (Contains 11 notes.)