This issue begins a sustained conversation on a highly contested subject: the teaching of graduate students. It asks, how do graduate students learn, and how must we teach them? Are we preparing them for the academic profession’s rapidly changing landscape? Contributors define the subject of teaching graduate students broadly, focusing not just on the classroom but also outside of it, including professionalization, assessment, and the awareness of both the academic and alt-ac worlds. The issue also includes an economist’s view of the English PhD market and a response by former MLA president Michael Bérubé to the 2014 MLA subconference.