This paper analyzes some of the characteristics of research on teacher thinking as it relates to educational policy. An introductory section discusses the problems inherent in relating research on teacher thinking to educational policy, based on the difference between conclusion-oriented research (which is appropriate for teacher thinking) and decision-oriented research (which is appropriate for educational policy). At the present state of the art in research on teacher thinking, there is no comprehensive, decision-oriented knowledge to guide policy. Accordingly, the second section discusses features of policymaking in education that create difficulties or opportunities for application of research on teacher thinking. Policy problems are characterized as (1) public in nature; (2) consequential; (3) complex; (4) dominated by uncertainty; and (5) reflective of disagreement about the goals to be pursued. Each of these features of policymaking is examined in light of existing knowledge on teacher thinking. The third section discusses the role of schemata in learning from research. These schemata could provide policymakers with new ways of understanding educational problems. Twenty-four references are listed. (TE)