The authors utilized a gap analysis approach to assess general IS knowledge and skill voids or overages in a specific program context. The authors asked alumni to reveal the emphasis that should have been given to 10 IS knowledge and skill areas and compared the results with the emphasis that was actually given. They proceed by relating the revealed gaps to IS program attitude, thus providing a means for gap prioritization and attitudinal improvement. The authors develop perspectives into the implications of gap results, as well as other issues and limitations. (Contains 4 tables.)