To provide some food for thought at the end of the semester as we either return to work on our dissertations or look forward to graduation, I wanted to share the Advice column, “Figuring out where you want to land after graduate school,” by Eric Grollman in The Chronicle of Higher Education. During the first class of the semester, we all introduced ourselves and talked about why we were taking the Preparing the Future Professoriate course. Some students knew that they wanted to teach in higher education but others, myself included, were unsure and wanted to keep the option open. In either case, Grollman provides some relevant pointers to anyone in graduate school hoping to one day navigate the academic (or otherwise) job market. One big decision if one does commit to the academic path is what type of institution will be the best fit. Grollman relates how, when he asked other students or professors about their chosen career path, many Ph.D.s pursue a faculty job at an R1 or other research-intensive university because this position is highly esteemed and, furthermore, expected. Grollman, however, secretly wanted to teach at a liberal arts college. Many applicants decide where they want to work based on general categories of institutions: liberal arts colleges if their focus is teaching and R1 universities for a more research-intensive position. Grollman points out that there is considerable variability among universities even within these broad categories. Professors at some liberal arts colleges often engage in quite a bit of research, and some research universities place substantial emphasis on teaching. Other types of institutions such as community colleges, historically black colleges and universities, and tribal colleges are additional options but often lie outside the radar of most graduate students. Grollman advises consideration of personal needs and the school location, community, and job description on a case-by-case basis when starting the job search rather than limiting oneself to a particular type of institution. He is also a proponent of gaining experience in both teaching and research but also outside of academia in industry or non-profit organizations that can help graduate students figure out what they do and do not enjoy. Some students work in industry for a while before returning to school for their Master’s or Ph.D., but those that do not can get a taste of this experience via internships or even just shadowing people at these organizations. We have discussed in class how many Ph.D. programs incorporate exceptionally little, if any, practice teaching. Students from these programs go on to be professors without ever really knowing beforehand whether they like, or are able, to teach. These outside experiences can also include visiting different institutions and talking to students and professors outside of one’s lab group or cohort. Of course, time is limited during a Ph.D., and we already have a lot on our plates before adding these extracurricular activities, valuable though they may be. It may not be possible to thoroughly investigate every possible career direction, but I appreciate that this article reinforces that we do have options and should think about them before trudging down the prescriptive path for Ph.D.s.