In 1962, the American Historical Association published a report on the status and condition of history education in U.S. colleges and universities. Addressing such issues as the supply and demand for teachers, student recruitment and training for advanced degrees, the report set a benchmark against which to judge the study of history thereafter. Both the American academy and the study of history have been dramatically transformed since the original study, but doctoral programs in history have barely changed. The AHA's new report, The Education of Historians for the Twenty-first Century, explains why and offers concrete, practical recommendations for improving the state of graduate education that have implications for the entire academy.