It has been 2 years since the Third National Congress for Institutions Preparing Health Educators convened in Dallas, Texas; however, the profession still struggles with movement toward a unified accreditation system. One of the primary barriers to progress is the limited discussion related to the recommendations presented at the last Congress. This commentary addresses the impact of the recommendations of the Third Congress on school health education preparation programs. The accreditation process can help strengthen professional preparation programs. However, the diversity of the different preparation programs and the nature of working in the different settings makes a one-size-fits-all approach to accreditation a challenge. Creating a 2-pronged, coordinated accreditation program could also be difficult, and creating an accreditation process for community health education programs and a separate accreditation process for school health education programs could create separate health education professionals. At this time, moving toward a singular, unified accreditation system is not practical and does not benefit school health education programs. The profession must develop a more realistic approach to the accreditation of preparation programs. To continue the profession's efforts toward a more coordinated accreditation system, the profession and the combined community/public health education accreditation bodies should continue the discussion regarding the unification process. To move the accreditation efforts forward, this author contends that the profession's long range goals should be clearly articulated. The profession must identify benchmarks, a timeline to achieve these benchmarks, and assign responsible parties for completion of the benchmarks. Solidifying the appropriate procedures for each accreditation process will be necessary before attempting to create a single unified accreditation process of community health education programs and school health education programs.