This study explored differences between a sample of highly productive schol
ars and a random sample of more typical scholars. Surprisingly, few demogra
phic differences emerged; neither were large differences found in instituti
onal responsibilities or supports. Productive scholars evidenced a greater
orientation toward theory and research, whereas more typical scholars were
oriented toward issues in the field. Although the field has made substantia
l progress in attracting more women into the professorship, the small numbe
r of minority professors in educational administration remains a serious pr
oblem. Finally, five challenges are proposed that, if met,,will improve the
quality and use of research in educational administration.