Journalism educators must make critical decisions about their undergraduate curricula, determining how to best prepare their students for professional careers. Present scholarship indicates that a disconnect exists in what journalism students think they ought to know and/or be able to do upon graduation, what educators think they must teach their students, and what current practitioners identify and value in entry-level journalists. This case study addresses a void in scholarship, as it explores what constitutes adequate preparation in a local context: via perceptions of journalism students and educators at a public university in the Mountain West as well as journalism practitioners who work in the nearby media market. Multiple methods--focused interviews, descriptive surveys, and direct observations--illuminated students', educators', and practitioners' perceptions of preparation and revealed, contrary to other researchers' findings, overall agreement among these three communities. Entry-level journalists, according to the data, must have stellar reporting and writing skills, exercise critical-thinking skills, remain curious about the world around them, understand basic governmental processes and protocols, and practice their craft--on their own and in professional opportunities as they emerge. Specific suggestions resulted from the data that may improve the existing undergraduate journalism curriculum at the university studied. Additionally, this study offers a methodological template that other scholars can emulate to explore the triangulation (or lack thereof) among educators, students, and practitioners in their own communities.