There are many issues to consider in the training of psychology graduate students in a family institute setting. Training in family institute settings offers both unique opportunities and some liabilities. Advantages to training in this type of setting include: (1) the ability to fully teach a model by laying a theoretical groundwork, presenting a theory and method of intervention, demonstrating that model with clinical examples in live supervision, and supervising trainees in the treatment of cases within that model; (2) the possibility of merging research, teaching, and practice; (3) the interdisciplinary nature of the training; and (4) the presence of at least some modicum of shared vision across staff involved in training. Difficulties of training in the family institute setting concern issues of time, effort, and focus. Interface issues with the resident training program and the competing demands to which students are subjected may also arise as difficulties for the family institute. Academic programs could help by providing an academic base for work in the family institute through course work overviewing the family orientation and theories of intervention. Family institutes need to present a coherent approach to treatment and intervention that interfaces with the trainee's earlier training. Psychology programs and family institutes must think about how best to structure the interface between their programs and must work together in the pursuit of comprehensive training for their students. (NB)