Returning to the Question of Graduate Training and the Comprehensive Exam In fall 2005, during my early years as a faculty member at the University of Florida, one of my students expressed interest in pursuing a PhD in African American Studies. Though I knew all of the programs, I did not have enough information on the major differences to offer her data substantial enough to weigh her decision towards a particular program. I surveyed the six stand-alone PhD programs in existence at the time and, by publishing the findings in the Griot (Evans 2006a), began a dialogue explicitly about graduate training between programs--one that sought to include department administrators, faculty, and graduate students alike. This effort, simultaneous with Mark Christian's look forward at the development of the field in his Journal of Black Studies (JBS) article (Christian 2006b), resulted in two conference panels and this special issue of the Western Journal of Black Studies (WJBS). As this discussion moves forward, it is imperative to consult these two original documents, which together contrast the graduate training in the field/discipline and represent a bridge in communication between disparate approaches to our work.