Getting educational research projects started could be difficult, especially for young faculty members. They may face numerous obstacles. Personal ambivalence about starting a research project is often the first one. At times, the curiosity, need, and/or pressure may be there, but the support is lacking. At other times, the pressure and support are there, but the proposed project may be too difficult to conduct, or boring, or outside one’s interest. Time constraints and other demands, namely service ones, may also hinder one’s efforts to get involved in research. Then, once one gets over these obstacles, the next common major obstacle is the lack of expertise a beginner has, or lack of know-how. The expertise in educational research may be missing, even in major research departments. The young faculty member may start to look for help by reviewing the literature on how to do educational research, published in various educational journals such as Academic Psychiatry, Academic Medicine, Medical Teacher, or Journal of Graduate Medical Education, for example, the series of editorials published in the Journal of Graduate Medical Education (1–8) (all also available on the journal website), and an article in Academic Psychiatry (9). Nevertheless, the literature may provide us with a framework, but not necessarily with specific advice. Thus, educators may have to look for help elsewhere, outside of their own institution. One way to do this may be to get involved in multicenter studies organized by more experienced colleagues from other institutions. Another way may be to look for advice of “experts” outside of one’s own department or medical school.