Public relations sequence heads have the luxury of a strong and supportive foundation on which to build a program of instruction. The field has a rich collection of thinking and recommendations relating to public relations education. The Association for Education in Journalism (AEJ) and the Public Relations Society of America (PRSA) conducted a study in 1975 that arrived at the following conclusions: (1) a public relations program should include the arts, the humanities with special emphasis in communication and public relations; (2) a master's degree is highly desirable; (3) the program should be located in a school of journalism or communication; (4) 74% of the coursework should be in liberal arts and sciences and 25% in the major. The report was particularly hard on public relations educators, most of whom had no professional experience. A number of other studies, articles, and analyses arrived at similar conclusions including the 1987 AEJMC/PRSA study, the 1990 IPRA Gold Paper No. 7, the 1991 PRSA Task Force study, the 1992 Public Relations Journal Special Issue, and the Public Relations Professional Career Guide. The major shifts discerned in these studies are away from simple message preparation and towards managing relationships. Marketing and research were added as requirements in the late 1980s. Staff management became a priority in 1992. A year later, computer layout was seen as a requirement for entry-level practice. Finally, the IMC group added counseling to the list of skills necessary for modern practice. (Contains six tables, one figure, and eight references.) (TB)