The way that institutional research directors manage their professional development and career paths was assessed, based on a survey of Association for Institutional Research members. Those contacted had been identified as successful persons in the field who had actively participated in the advancement of institutional research by contributing to the professional literature and/or by accepting leadership positions in professional organizations. All were directors of administrative offices, and persons with primarily academic or research appointments were excluded from the study. Of the individuals who were contacted, 19 responded, representing private institutions of less than 3,000 enrollment (2), public institutions of 10,000 or more (13), and state or provincial boards of higher education or consortia (4). Respondents represented 4 Canadian and 15 U.S. institutions or agencies. Many of the respondents spent 9-11 hours in the office and then spent several additional hours reading or doing office-related work in the evening and weekend. Those persons in offices that are responsible for research and planning and that also are involved in the daily operations of the campus tended to work slightly longer hours and spent less time on professional development activities than did those with more traditional institutional research responsibilities. Directors employed various strategies in an attempt to keep informed and to develop new areas of expertise: professional reading, seeking expert opinion/advice from others, attending workshops and conferences, and taking professional development leave. Attention was also directed to publications and professional contributions, and differences among early-, mid-, and late-career participants. Perspectives and recommendations regarding professional development are also offered. (SW)