The article seeks to assess and evaluate the current state of Czech educational science as it has evolved from 1990 to the present. No comprehensive assessment of Czech educational science has yet been conducted, although it is generally considered necessary. The only moves in this direction have come from some authors who have criticised current shortcomings and commented mainly sceptically on the state of Czech pedagogics. In contrast to these somewhat negative evaluations I have chosen a different approach: I show the positive developments in Czech pedagogics, both in theory, research and infrastructure. I have formulated two theses: (1) Since 1990 Czech educational science has progressed to an extent unprecedented in its history. (2) At the same time, however, this development has been rather uneven, both in theory, research and the application of results. These theses are supported by concrete data on the theoretical enrichment of Czech educational science, the range of educational research projects underway and their methods, attempts to render the language of educational science more precise, and so on. It also offers some proof (citation analysis) of the openness of Czech educational science to science abroad. It concludes with several proposals for practicable changes in Czech educational science that arc definitely within the capabilities of its practitioners. The changes relate to co-operation between educational researchers and sociology and other disciplines, the systematic application of an interdisciplinary approach to educational phenomena and also the analysis of the exploitation of the results of educational science.