The American Library Association lists among its core values the development of library professionals in graduate programs, for “it is of vital importance that there be professional education available to meet the social needs and goals of library services” (American Library Association, 2004). But what curricular elements should make up that professional education? Should its curriculum focus on core, traditional librarian services? Should it try to prepare students for shifting trends in technology and education? And where does library and information science (LIS) theory fit into the curriculum? This chapter will explore the culminating curricular experiences of other fields in order to provide an assortment of suggested methods for library school programs to support and connect both LIS theory and practice.