An analysis is made of the various types of existing programs for training conservators. Whilst agreeing that there are several valid ways of obtaining training in conservation the authors believe that training programs should have an organized structure both internally and externally to provide a natural progression from the introductory to the advanced and from the general to the specific. This involves programs with full-time teachers committed solely to the education of their students teaching in situations devised to give adequate breadth and depth coverage of the discipline. It also involves the provision of a means to ensure the acquisition of adequate experience in the essential skills of conservation. It necessitates proper student evaluation during and after completion of the training program, including external examiners; proper examination of quality and level of attainment and proper accreditation acceptable to the profession and recognizable by its employers. A plea is made for the co-operation of museums in providing pre-, intermediate and post-training experience; professional accreditation procedures are suggested and finally a questionnaire is posed for the examination of the rationale of existing or proposed programs. Author's address: Queen's University, Kingston, Ontario, Canada.