Asserting that few teachers can provide examples of how they actually used educational research to shape an instructional decision, this position paper argues that as presently structured, the educational research institution does not appear to be effective in communicating products of its work to practitioners. The paper examines obvious barriers to communication between researchers and practitioners including the tendency of researchers to focus on abstractions (hypotheses, theoretical implications, statistical analyses, etc.) versus practitioners' needs for clear descriptions of instructional methods and curriculum materials, including how well they worked and with what types of student. The formation of a Professional Resources Information Network Computerized for Educators (PRINCE) is proposed to provide teachers with practical information and materials directly tailored to meet specific instructional needs. PRINCE would parallel ERIC (the Educational Resources Information Center), the existing information network available to researchers. Following a general discussion of the problem, this document includes the following sections: (1) The Research/Practice Dilemma in ERIC; (2) The Current ERIC System; (3) Barriers to Practitioner Use; (4) Attempts to Make the System More Accessible to Practitioners; (5) Can an Information System Help Improve Schools? and (6) PRINCE: Professional Resources Information Network Computerized for Educators. Eighteen references are listed. (THC)