This paper lays bare the specific issues and tasks that I think are important to the educational reform movement and argues that these issues should be central to the field of educational psychology. It describes the types of occupations that address those issues and the current role of educational psychologists in each occupation or field. It is argued that those in charge of making decisions about the education of students, teachers, and administrators often lack a focus on issues related to comprehension and quality of instruction, in large part because educational psychologists are not employed in those occupations or fields. The paper also describes some fundamental conflicts, problems, assumptions, and rewards that educational psychologists may have as they fulfill the suggested jobs.