Developing resident assistant (RA) training is a challenge for most housing and residence life staff. Grounded in the author's doctoral research on the curricular design of RA training programs, this study summarizes current practices in three types of RA training programs--preservice training, in-service training, and academic courses--and compares them to practices discussed in studies conducted 15 to 20 years ago. Several findings are discussed, including the shifts in when content is presented, the limited use of student development theory to frame the design of RA training programs, the limited use of engaging teaching methods, and the decline in the use of academic courses as part of an educational base. The author also describes the credentials of the staff responsible for designing RA training programs. A significant finding of this study is that most RA educators do not have formal training in curricular design, and few are getting such training on their campuses or through professional associations. Responding to calls for a student learning approach to programs such as RA training, the author provides recommendations for improving the design of RA training programs and strengthening the capacity of the RA educators who are responsible for designing them. [Discussion questions prepared by Cara Arena and Tiffany Davis.]