Graduate education advances students' competencies and skills to prepare them as professionals and should provide various learning experiences to support their development as socially responsible professionals who meet role expectations. Learning experiences that support the development of students' professionalism are discussed in the research, but limitations lie in understanding the constructs of professionalism. In response, this study examined formal and informal learning experiences that influence graduate students' understanding of professionalism and relevant learning experiences that support the development of professionalism. The study concludes with the implications of possible instructional strategies that can be used to promote professionalism in higher education.