Threshold concepts, student learning and curriculum are constructs within a learning and teaching discourse foregrounded by Meyer and Land. In this paper, we introduce a conceptual model that integrates these three constructs and identifies desired outcomes at the intersects: namely the processes of (1) ways of thinking and practising, (2) liminality, (3) meaningful learning and (4) metalearning. The model is holistic and scholars participating in the threshold concept discourse may find it helpful as a way to bring together various ideas; these ideas when understood as part of a "whole" provide a more systematic way of thinking about how to advance educational practice. By way of examples from our own personal experiences in health professional education, we highlight ways we have used aspects of the model to strengthen preparation of practice-ready graduates.