Previous work has concentrated on the epistemological foundation of comparative and international education (CIE) graduate programs. This study focuses on programmatic size, philosophy, methodology, and pedagogy. It begins by reviewing previous studies. It then provides a theoretical framework and describes the size, relevance, content, and methodological approaches of U.S.-based graduate programs. This study finds that (a) CIE graduate programs find relevance in today's knowledge economy by addressing the themes of globalization and development; (b) while education policy is a key component of CIE programmatic content, there does not appear to be a general consensus as to "what" a CIE program should teach; and (c) CIE pedagogy includes four broad categories: the humanities and social science disciplines, regional emphases, cross-cutting fields and theoretical lenses, and professional specializations. Although there appears to be no single formula or unified path, each program must sift through the various methodologies and theoretical tendencies of the field to charter a course that is attractive to students, profitable to its institution, and beneficial to society. (Contains 8 tables and 9 footnotes.)