The ACPA/NASPA (2015) Professional Competency Areas for Student Affairs Educators (PCASAE) were intended to educate students and professionals as whole individuals while providing guidelines for specific knowledge areas and expected skill sets. They can be used for self-assessment, professional development, and staff training. Student affairs graduate preparation programs (GPPs) are part of the formal socialization process for master's students as they develop the knowledge, skills, and dispositions needed for professional practice (Weidman et al., 2001). GPPs seek to provide the next generation of college educators with the knowledge, competencies, and dispositions necessary to promote students' holistic development and learning. This study sought to answer the question: How are the PCASAE (ACPA & NASPA, 2015) implemented in student affairs GPPs? Using a case study approach, two GPPs in student affairs at public institutions served as bounded cases. Analyses of the data revealed that all 36 participants overwhelmingly found utility in PCASAE.