As one means to assess their effectiveness in the formation and training of educational leaders for the United Methodist Church, professors of Christian education agreed to share their introductory course syllabi for analysis, interpretation, and public reporting. The analysis reveals points of strong overlap, very real differences, plus some surprising absences in the courses of United Methodist educators. Study findings are then interpreted in light of broader research around the purposes and means of theological education and generalized to suggest how scholars in Christian education are already and may aspire to become more deeply integral to that process. (Contains 5 footnotes.)