During the last two decades, a shift has emerged in business and government sectors from a focus on training to a focus on performance improvement. This shift to Human Performance Technology (HPT), also called Human Performance Improvement (HPI) or performance technology, emerged in the educational technology literature in the late 1970s and early 1980s (Gentry & Csete, 1995; Gilbert, 1978; Reiser, 2002; Stolovitch & Keeps, 1999). Educational technologists' roles in business and government settings have traditionally been in the development of training or other instructional solutions. However, rather than a focus on producing training courses, HPT focuses on eliminating the cause of ineffective workplace performance through the most cost effective method. This may include instructional or non-instructional solutions. As a result of this shift in the field, the former Association for Educational Communications and Technology (AECT) Industrial Training and Education Division and the Division for Learning and Performance Environments merged in 2000 to form the Training and Performance Division (Dabbagh, 2001). The new mission outlined by the leadership of the Training and Performance Division is to "serve members from government, business and industry, and academic communities... interested in applying current theory and research to training and performance improvement initiatives" (AECT Training & Performance Division, 2003). In support of the Training and Performance Division's new mission, a study was conducted to investigate the status of training and performance research in AECT journals. The study sought to identify articles related to the topic of workplace learning and performance. In addition, the study analyzed the articles to determine type, topic, organizational setting and intervention method represented. Empirical research articles were further analyzed to identify research methodology and evaluation level. (Contains 5 tables.)