In recent years, gradually increased acceptance and heightened attention have been granted to extrasensory perception (ESP) research as a legitimate branch of scientific inquiry. This research holds significant implications for education despite difficulties involved with its consideration. Extrasensory perception, an organism's apparent access to external information without the use of known senses or known means of rational inference, has been the subject of empirical research in the United States since 1927. The Parapsychological Association was accepted as a component scientific organization of the American Association for the Advancement of Science in 1969. Difficulties with extrasensory perception research include a lack of total replication and the popular association of the laboratory research with other less well-documented aspects of the field of parapsychology. However, enough successful replication has occurred to argue for further research. Current research findings offer broad implications for education, regarding the way in which learning is assumed to occur and regarding teacher-student communication. (Author/NRB)