The field of student development is currently quite fluid, which means that there is room for almost any carefully formulated hypothesis about the developmental process. The author discusses three models of student development but concludes that none should serve as the only model for student development specialists. There is profound and important difference between student services and student development that must be recognized if the movement is to have any credibility. Offering student services that are useful and desired is not the same as offering programs deliberately designed to help students know who they are and what they wish to be and to do in this life. The author stresses that if the profession is to make substantial progress and to gain the respect of students and academic colleagues, it will have to begin to educate a new generation of student development specialists. They will need to be able to contribute to the scholarship and research, theory and practice of human development from birth through death. (Author/PC)