The use of research by policymakers is inhibited by divisions in crime-related educational organizations, the relation of the academic community to the profession, and differences between philosophical bases of social science and those of existing crime polices. Issues raised by crime-related education and crime control show that the concern about policy relevance is not of recent origin. The social science in law perspective is offered as a framework for examining research and educational goals and providing a better understanding of discontinuities between research and policymaking. Such an understanding of historical and institutional concerns is necessary to furnish social science research of relevance to policymakers. In addition, academics need to be cognizant of the separation of theory from its application in crime-related education and to be aware of the implications of this separation. 59 references (Author abstract modified)