One of the challenges faced by graduate programs in family and consumer sciences (FCS) is how to maintain the identity and cohesion of the profession (its values, mission and goals) despite an increasing number of students who have undergraduate degrees from other disciplines or from specialized areas within FCS but who do not identify themselves as FCS professionals (Simerly, Ralston, Harriman, & Taylor, 2000). Faculty in a department at a Midwestern public university in the U.S. addressed this situation in the evaluation of their master's degree program in family and consumer sciences. They agreed to develop the curriculum and mission for the program following the Common Body of Knowledge of the profession. Congruent with the Body of Knowledge, this FCS graduate program provides a scholarly practitioner approach to the integrative study of family systems to enhance the well-being of individuals, families, and communities in a global society. The program prepares graduates to use innovations, creativity, and application of research within an area of specialization in the pursuit of life-long learning. To accomplish this mission, three courses were identified to form the core of the curriculum: one course on research methodology, one on statistics, and a third designed to address other components of the mission. Specialized courses in the areas of the students' interest complete the requirements of the degree. A description of this new core course, its objectives, content, requirements, and evaluation is presented.