Resident assistant training happens every year for the approximate 10,000 RAs who work on campuses across the country. These training programs can include classes, pre-service summer weeks, and ongoing training throughout the year. Following educational and training models such as CAS, assessment, Bloom's taxonomy, adventure programming, and learning/development, we posit a training sequencing for these important paraprofessionals. We used pre-determined categories of identity, skills, community development/programming, peer support, crisis intervention, synthesis, and miscellaneous to examine a selected group of pre-service training programs. The content analysis revealed time spent in categories during training. The findings showed that, collectively, trainers follow a sequence with some variation on individual campuses. We propose the Resident Assistant Sequencing Model (RASM) as a visual representation and a rationale for sequencing RA training programs.