Most clinical training programs attempt to produce psychologists who are both skilled research scientists and practitioners. This scientist-practitioner or Boulder Model, named for the 1950 conference on clinical psychology held in Boulder, Colorado, has been the subject of much scholarly debate. A study was undertaken to examine the career goals and scholarly productivity of 176 clinical psychology graduate students from 16 doctoral programs approved by the American Psychological Association. Students were surveyed via telephone (N=140) or via mail (N=36). The survey questionnaire focused on clinical interest, research interest, teaching interest, scholarly productivity, and miscellaneous student and advisor characteristics. The results revealed that programs differed widely with respect to level of student scholarly productivity (e.g. publications), interest in research, and interest in clinical work. Across programs, substantial support was obtained for the hypothesis that individual students generally choose to specialize in either clinical work or research only and rarely choose to work extensively in both areas. Students, however, did not select research and clinical orientations with equal frequency; a predominantly clinical orientation emerged. A small number of programs seemed to produce students with equal interest in research and clinical practice. Findings are discussed in terms of their implications for the Boulder Model. (NB)