Art museums in the United States have undergone profound changes since the 1980s. Have the qualifications and professional preparation of art museum educators changed as well? This article focuses on these qualifications from five points of view: a) the changing context of art museums in transition from object-centered to visitor-centered institutions, b) developments in the disciplines of art history, education and art education, c) the development of art museum education from practice to profession, d) surveys and recommendations made in the 1980s regarding the professional preparation of art museum educators, and e) the expectations of employers today reflected in position announcements. Consistent emphasis has been placed on academic preparation in art history combined with practical experience in education, and on interpersonal and communication skills. Important new qualifications include knowledge of information technology, and skills in teamwork, management, leadership, and budgeting. But there is surprisingly little interest in experience with diverse audiences, exhibition development, visitor and program evaluation, or research and publication on museum education. What qualifications will prepare art museum educators to serve changing audiences and support their own continuing professional development? (Contains 2 figures.)