Most doctoral programs in clinical psychology (and nearly all in university settings) report that they endorse the Boulder model of graduate training that emphasizes the scientist-practitioner approach to graduate studies (O’Sullivan & Quevillon, 1992). The Boulder conference delegates proposed that students, as well as faculty, should maintain “equal emphasis on both” research and practice (Raimy, 1950, p. 79) and that faculty should maintain on-going involvement in clinical practice. They suggested that “it is only logical that those persons engaged in the teaching of clinical skills should also be constantly engaged in work of this sort” (p. 130). Although most program descriptions highlight the Boulder model, do these programs actually support what they say they do?