This paper considers the role of the British Educational Research Association (BERA) in promoting the improvement of UK research over the past 27 years. The views of some BERA representatives, as expressed at Conferences, in occasional publications and particularly in the pages of Research Intelligence, suggest a certain complacency. These representatives have devoted considerable effort to defending the existing quality of research, arguing for greater funding, and explaining how it is that educational research is so much more difficult than in any other field of endeavour. Some effort has been devoted to making more people aware of the value of existing research, but relatively little attention appears to be devoted to rallying the field to improve. This paper suggests that this relative emphasis should be adjusted, and presents a few examples of ways in which the BERA of the future, if it is to survive in strength, as it should, might address these deficiencies. In my opinion, BERA as the sole professional organization of UK educational researchers should be leading our way rather more on this, and not merely acting as our apologist.