Professional education has for decades been based on the premise that theory and practice are dichotomous, and that somehow a way must be found to enable professional practitioners to translate theory (the knowledge they acquire) into practice (what they actually do). The article examines the relationship between theory and practice, contending that theory and practice are the same, and proposes a model of professional education based on this premise. Based primarily on hermeneutic philosophy, a number of approaches to professional education are described that are quite different than those generally employed today.