The paper addresses the dichotomy between theory and practice in criminal justice curricula and suggests directions for graduate work in criminal justice. Five hierarchical models for undergraduate and graduate education which would bring together both theory and practice are briefly diagrammed. The focus of each model is a question which is answered in both a practical (job function) and theoretical (educational focus) mode. The first four models reflect an increasingly complex and comprehensive approach in dealing with the same problem. Graduate education would encompass the fifth model. It provides analysis of various theoretical approaches in combination with pragmatic problem solving. Academic and nonacademic experiences are coordinated and the interaction of theory and practice provides a check and balance system. (Author/KC)