A diversity of practices exists with regard to the actual content taught in graduate-level courses in introduction to educational research. In a recent Delphi study, a national panel of 21 experts in educational research generated a list of 114 skills and knowledge areas they considered worthy objectives in an introductory course. What remained missing in the Delphi study was an answer to the question, "What is the relationship between what experts say should be taught in an introductory course and what is actually required in practice?" This study is an attempt to address this question. In addition to course content requirements, demographic information was collected to answer questions about who teaches the course and how they view its purpose. Results are displayed in tables. Three appendixes contain the following information: (1) the 114 skills identified by the Delphi panel; (2) the names of the members of the Delphi Panel; and (3) the reserach skills and knowledge areas questionnaire. (JD)