Museum education departments hold great potential to train content specialists to be scholar-educators. This article offers as a case study a doctoral support fellowship at the Museum of the City of New York that fosters the ability of historians-in-training to communicate with a wide range of audiences and deepens the connections between contemporary scholarship and the content that the museum delivers to visitors. The fellowship uses three strategies to transform scholars into effective teachers: mentorship, guided reflective practice, and training in museum education fundamentals. What results is a mutually advantageous partnership. Emerging scholars provide the museum with diverse perspectives and an immediate connection to contemporary scholarly debates. They, in turn, learn how to engage and communicate effectively, strengthening their future work in academia or as public history professionals. While the program is designed for PhD candidates, the three strategies can benefit the professional development of museum educators more broadly.