The foundation year and specialization year of study are the accepted framework for graduate social work education. A common belief among educators is that accreditation standards are prescriptive by design, resulting in a rigidity that neither encourages nor supports curricular innovation. This article outlines a newly developed curriculum model that focuses on preparation for advanced practice. By using the 2008 EPAS stated intention to develop new and "emerging models of curriculum design," the author describes a graduate model in which three of the four academic semesters of study are devoted to advanced study, whereas foundation study is limited to a one-semester, cohort student modular learning experience. (Contains 1 figure.)