The history of the Doctor of Arts (D.A.) degree and issues related to its development are briefly traced, and D.A. programs presently available and the success of degree recipients are addressed. Attention is also directed to other types of degree programs that are available, including their advantages and disadvantages, factors involved in excellent college teaching, and programs to prepare undergraduate college teachers. The D.A. degree has become established and accepted, and much of its success is due to institutional grants made by the Carnegie Corporation. Although D.A. programs have been increasing in number, no standard model or conception of the degree is yet apparent. Since many of the D.A. students are mature individuals with teaching experience, diversity and flexibility in the program are essential. Currently most D.A. program faculty members and administrators view the D.A. market as largely oriented to experienced teachers seeking self-improvement and a terminal degree. Focus on part-time students creates a need that such programs be ones of quality. Competencies that the D.A. program should develop and prerequisites for initiating a teaching-oriented doctorate are identified. Other aspects covered include: nature and processes of human learning, cognitive and affective objectives of undergraduate education, educational philosophies, background of American higher education, educational methodology and technology, the internship for the D.A. degree, and disciplinary courses. Factors to consider when choosing between the D.A. and the Ph.D. degrees include: age, experience, aspirations, financial circumstances, family responsibilities, present job security, and geographical location. A bibliography is appended. (SW)