Educational programs in the clinical laboratory sciences are responsible for producing professionals who can function in new environments. In addition, it is the responsibility of all individuals in the profession, regardless of professional role/function to assume the role of educator to prepare students in a way that is appropriate and useful to what is needed in real life. Recent federal legislation and related regulations, such as Diagnosis Related Groups (DRG's) and the Tax Equity and Fiscal Responsibility Act (TEFRA) will provide those in clinical laboratory sciences with exciting opportunities to achieve this goal, including more opportunities to assume roles as laboratory administrators/managers. Whatever the outcome in Washington, advances in science/technology will continue to be made, and these advances must be reflected in the scientific/technical preparation of clinical professionals. New attitudes, skills (including communication skills), and knowledge will be needed. Although TEFRA and DRG's (the basis on which most hospitals will receive Medicare reimbursement) are a significant opportunity to move into professional roles, there are some potential dangers associated with them, especially for hospital/university-based educational programs. These dangers are elucidated so that those involved in educational activities can develop legitimate economic arguments to pursuade administrators to maintain programs. (JN)