Although whether or not to make continuing education mandatory is a controversial issue, most people recognize the need for professionals to continue learning throughout their careers. They disagree, however, as to the best ways to motivate professionals to learn how best to provide practice-oriented education. Increases in knowledge, technological advances, and rising public demand for accountability are increasing pressure for continuing professional education (CPE). Proponents of mandatory continuing education (MCE) make the following arguments: (1) CPE ideally should be voluntary, but this is an unrealistic goal; (2) MCE can result in more efficient, effective practice; (3) MCE can ensure equal access to a range of educational activities; and (4) MCE is a better alternative than periodic examination or review of practice. Opponents' objections cluster around four themes: (1) MCE violates adult learning principles; (2) evidence that MCE ensures competent performance or improves practice is lacking; (3) most MCE lacks quality control and relevance to practice needs; and (4) educational opportunities are not readily and equally available. Continuing education professionals should move beyond the mandatory debate and focus on providing practice-oriented continuing professional education. Educational activities should be designed for self-directed learners and contribute to participants' base of knowledge, skills, and abilities. Four factors define quality in CPE: participant readiness to learn, relevance to practice, appropriateness of presentation, and relevance to professionals' needs. (Contains 50 references.) (SK)