In recent years, much concern has been expressed about the qualifications of audiologists currently being graduated from existing programs with master’s degrees. A professional doctorate, the AuD, has been advocated frequently as a solution to the deficiencies in the educational preparation of audiologists (Goldstein, 1989). We share the concern about the quality and depth of training received by graduating master’s-level clinicians. We do not believe, however, that a professional doctorate represents the only or the best solution to the problem at this time. As we’ve recently noted in a slightly different context (Humes et al., 1992): “Four years of undergraduate education and 2 years of graduate work represent an educational model that is well-suited to the training of competent and highly qualified audiologists. The primary problem, though, is that most student audiologists receive the vast majority of their education in the final 2 years of this 6-year time period.” Undergraduate education in audiology should be restructured so that much of the coursework currently taken at the master’s level could be taken during the final 2 years of an undergraduate program. This would leave 2 years of master’s work for truly advanced education and clinical work. This structure could parallel that in speech-language pathology; undergraduate audiology majors would receive two survey-type courses in speech-language pathology, just as current speech-language pathology majors receive such coursework in audiology. The focus, however, would be on audiology and hearing science as an undergraduate, especially during the final 2 years. Six years of college education should be more than adequate to enable students to achieve the highest level of competence as audiologists, as long as a significant amount of the educational process was allowed to take place during the first 2 years.