The purpose of this study was to identify changes in graduate HRD curricular content in U.S. institutions since Kuchinke's study in 2002. Additionally, the importance of each curricular content area from these graduate HRD programs was assessed by the faculty members, graduate students, and practitioners in the HRD field. Through a pilot study and web search of 405 U.S. institutions, 68 content areas were identified. Using an online survey, the ratings and ranking of important content areas, as perceived by the members of a professional association of HRD, were assessed. Conclusions and implications for graduate HRD curriculum modification and development were discussed.