The theme of this issue of Psychoanalytic Inquiry signals the concern about major problems in psychoanalytic education that psychoanalytic institutes and societies are facing throughout the entire community in Europe, Latin America, and North America. The five essays in this issue share an implicit or explicit confidence that, with desirable changes in psychoanalytic education in place, psychoanalysis as a science and a profession will be able to flourish in the 21st century and will ensure the future of psychoanalysis beyond its contributions to the culture of the 20th century. I share their conviction, and I think that these essays by highly experienced and knowledgeable colleagues will contribute significantly to raising the awareness of the psychoanalytic community to problems in psychoanalytic education and thus to implementing proposed innovations geared to bringing new excitement and creativity to the educational experiences of our candidates.