The study of orthotics and prosthetics began with the ancient art of splint, brace, and artificial limb making. Stimulated by the World Wars and polio epidemics of the late 1940s and early 1950s, the most significant contributions to orthotics and prosthetics were made in the 20th century. In 1945, an extensive research effort begun by the National Academy of Sciences spurred research, development, and education initiatives that focused on prosthetics. In 1952, the University of California at Los Angeles provided the first formal coordinated education effort in orthotics and prosthetics as a 6 week course offered to provide practicing prosthetists with the results of a nationwide research effort. It was not until 1960 that a formal research directive was initiated in orthotics. As research developed, a curriculum was expanded to a series of courses in each discipline (orthotics or prosthetics), and the number of institutions offering the training similarly increased. Students who successfully completed these courses were awarded a certificate of completion and this model still exists today as the postBachelor’s certificate program. In 1965, New York University established the first baccalaureate degree program consisting of two years of prerequisite courses followed by two years of professional courses in orthotics and prosthetics. Subsequently, other programs developed in the 1970s and 1980s. The close relationship between the national research program and education programs ended in 1975 with the dissolution of the National Research Council, and, subsequently, orthotics and prosthetics education programs began to drift apart in their curriculum; their lowest denominator being the minimum subjects and hours established by the Education Accreditation Commission. Recognition of orthotics and prosthetics as an allied health profession in 1992 lead to the accreditation of all practitioner education programs. Advancements in orthotics and prosthetics education have slowly responded to the challenges of developing measurable outcomes, seeking funding based on limited resources, and recruiting qualified faculty in the midst of a national shortage of certified practitioners and academicians. The rapidly expanding elderly population in need of orthotics and prosthetics care, encroachment by other health care providers delivering orthotics and prosthetics services, the advancement of medicine and technology, and changes in managed health care all highlight the need for responsive, contemporary, advanced orthotics and prosthetics education programs.