This article relates the evolution of field-related accreditation standards since the 1982 Council on Social Work Education (CSWE) Curriculum Policy Statement to the changes that have occurred in agencies, students, and educational institutions. It demonstrates how CSWE modifications helped solve some problems while creating new ones. The authors argue that radical approaches to field education must be explored in order to overcome the roadblocks to high-quality field experiences. The discussion includes a report of a meeting attended by 33 directors of field education who met to engage in such a problem-solving process. A plea for continuing such dialogue and action is urged.