Gatekeeping has long been an integral component of what is now referred to as the Implicit Curriculum, or the context in which professional social work education occurs. Despite its long-standing role within social work education, gatekeeping elicits conflict for both individual faculty members and entire programs of social work education. Much of this conflict stems from a failure to identify objective and measurable standards on which to base gatekeeping decisions. This article proposes using the Council on Social Work Education's core competencies as behaviorally specific standards for remediation/termination and provides suggestions for developing gatekeeping policies inclusive of these competencies.