Perceptions were obtained from former and current doctoral candidates and faculty concerning the research climate, doctoral advisory committee, and admission and continuation requirements at Texas A&M University's Department of Educational Curriculum and Instruction. The 27-item rating scale was completed by 126 individuals, a 72% return rate. Analyses revealed a number of issues where respondent groups' opinions differed. Former students differed with faculty on the degree to which they were encouraged to participate in ongoing research and on the opportunities afforded them to co-author papers. In some cases, the faculty did not have an active research agenda. Currently enrolled students, especially those without an assistantship, tended to be neutral regarding research climate issues. Many of these students lived off-campus and commuted to campus only once or twice per week, or enrolled in summer school and independent study. The survey also indicated that current graduate students were unclear about the role of the doctoral candidate's advisory committee with regard to open proposal meetings and seeking counsel. Other issues yielding discrepant opinions were quotas on student admission, availability of financial support, and faculty teaching load. (The survey and a data table are appended). (Author/GDC)