Coleman is the father of much social scientific analysis of education. There is a great deal to admire in his work, which is the reason that this essay begins in praise as the author reflects on the "Equality of Educational Opportunity" study (EEOS). Coleman did nearly all of his work before the advent of the causal revolution in social science and seems not to have anticipated it. Coleman's descriptions of data may be praiseworthy, however this author believes his analysis and interpretation are wrong. More precisely, although his conclusions may be correct, they are unwarranted based on his research. In this article, the author explains how clarity on the report's flaws will improve future research. [This article is part of a new "Education Next" series commemorating the 50th anniversary of James S. Coleman's groundbreaking report, "Equality of Educational Opportunity." The full series appears in the Spring 2016 issue of "Education Next."]