Since becoming an educational researcher in the late 1980s, Gregory Marchant has struggled with the disconnect between what is known from educational research and what is practiced in educational policy. In fact, his dissertation looked at support for practices identified through the process-product effective teaching research from elementary and secondary teachers and principals and college education faculty and students (Marchant, 1988). The group with the greatest support for the research-based approaches was secondary principals; the group least supportive of those same practices was secondary teachers. If these differences can exist within a school, how different can the views of educational researchers be from others? That was the question posed to The "Teacher Educator" Editorial Advisory Board. Responses reveal how members view teachers, students, schools, and/or educational policies differently from the general public, legislators, and policy makers in the United States. The article also includes the first of 11 reflections by David C. Berliner, Regents' Professor Emeritus, Mary Lou Fulton Teachers College, in a featured response.