This study involved an evaluation of the subjective perspectives held by a panel of 16 homeland security subject matter experts to determine what the needs of the homeland security professional community are for educational programs. The researcher examined the knowledge, skills, and abilities deemed important in homeland security to determine where the emphasis should be placed in designing reliable education programs to meet the needs of future homeland security leaders. The researcher used a qualitative Delphi study research method with quantitative elements to gather and analyze data from homeland security subject matter experts. Data were collected through the use of web-based questionnaires, consolidated, and analyzed using a five point Liken-type scale in Round II and using a rank order scale in Round III for each category. The expert panel's responses were evaluated and reevaluated over the course of three rounds of surveys using the mean and standard deviation. This study identified essential topical areas of knowledge that included: (a) homeland security fundamentals, (b) intelligence and information sharing, (c) interagency coordination and collaboration, (d) leadership and ethics, (e) terrorism/counterterrorism, (f) emergency management, (g) private/public partnerships, and (h) critical infrastructure. There were also essential skills and abilities identified that included: (a) critical thinking, (b) leadership, (c) problem solving, (d) oral and writing communication skills, and (e) program and project management that future homeland security practitioners and leaders should attain. In addition, findings indicated a set of eight criteria to serve as benchmarks, which included accreditation, core courses, quality of faculty, thesis requirement for graduate programs, capstone course requirement, design to meet the needs of the community, industry current curriculum, and rigorous research embedded within the curriculum to serve as key benchmarks. The findings suggested that benchmarks can be utilized to function as a reference or standard of excellence by which homeland security education programs can be measured. An important emphasis on programmatic review for post-secondary institutions to effectively design core curriculum is recommended. Future research should focus on delivery methods that ensure homeland security practitioners and leaders have the knowledge, skills, and abilities deemed important. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]