This paper argues that neither of two views of post-baccalaureate training of professionals is adequate for understanding socialization into the learned professions and offers an alternative model. Both the idea of professional education as the transmission of professional knowledge and skills and the idea of professional education as a sorting or selection process to assure that students have the characteristics desired by society make unacceptable assumptions and only look at part of the educational process. The alternative model, by contrast, looks at socialization outcomes at both the institutional and individual levels, and differs from the traditional models in acknowledging the impact of the individual on socialization processes and outcomes. It also differs in stressing the interaction between student background characteristics and aspects of the socialization process itself. This framework suggests that socialization into the professions should be conceived as a series of processes in which the novice: (1) enters the educational institution with values, beliefs, and attitudes about self and professional practices; (2) is exposed to various socializing influences while in school; (3) assesses the salience of the normative pressures for attaining personal and professional goals; and (4) assumes, changes, or maintains his/her original values and goals. Contains 42 references. (SM)