One strategy for improving the quality of undergraduate education, with potential impact over decades, involves greater attention to the preparation of doctoral students who will soon fill the faculty ranks. Doctoral education is a time of socialization for future careers, including faculty work. In recognition of the important role of doctoral education in strengthening undergraduate teaching and learning, various efforts are underway to take a strategic and systematic approach to preparing science, technology, engineering, and mathematics (STEM) faculty for the future. In this chapter, the authors explain the role of doctoral education as a socializing process, present common concerns about doctoral education as preparation for faculty work, and briefly survey the range of programs to improve faculty preparation during doctoral education. Then they highlight two programs within the Center for the Integration of Research, Teaching, and Learning (CRTL), sponsored by the National Science Foundation, whose comprehensive nature makes them useful examples of institutional efforts specifically focused on preparing effective STEM faculty for the future. (Contains 1 table.)