This study aims at gaining a better understanding of the current state and needs of RDA training among cataloging and metadata practitioners. Using nationwide survey data focusing on the academic library sector, this study finds that while training activities since RDA's release in 2010 show a positive correlation with catalogers' levels of RDA knowledge, it also finds an alarmingly low level of reported familiarity with a broad range of RDA topics even on the eve of U.S. national RDA implementation. The most consistent finding is the existence of a substantial divide in professional preparation for RDA between practitioners in research universities and 4-year colleges and universities. This indicates that it is particularly important to develop effective training programs that will meet the needs of practicing professionals in smaller cataloging and metadata departments and units so that the same training opportunities are offered regardless of their institutional affiliations and local resources available. In terms of future training needs, a clear emphasis is placed on practical RDA topics and questions such as RDA core elements, new and changed instructions in RDA, RDA vocabularies and concepts, and RDA in relation to MARC 21. The results also indicate that convenience, cost, or flexibility is among the most important factors determining preferred modes of delivering professional training for RDA.