In fall 1983, the author was asked to write a column that would bridge the gap between researchers and practitioners and systematize "Phi Delta Kappan's" haphazard approach to reporting research studies. For the column's 20th anniversary, the author wrote a three-part series, "The Trouble with Research," which talks about how research has been subordinated to ideology. In the present article, the author writes that the role of research in practice has varied from time to time and has been debated since educational research came into being. He contends that the debate will continue. He suggests that for teachers to become central to research, research must also change. Research is a value-laden, assumption-ridden operation. It can never be free of either. It's a valuable exercise, though, for both practitioners and researchers to examine any program or research study's assumptions.