This study examined the education and preparation of 220 full-time learning assistance professionals in California's public Community College, State University, and University of California systems. The purpose of the study was to describe selected characteristics of the professionals and to assess their implications for future training programs. The results were reported in percents of responses, and analysis revealed considerable uniformity among the respondents despite the differences among the three public systems of higher education. The results of the study also suggested the importance of a uniform curriculum being established to prepare future learning assistance professionals for the field. Based upon the information generated by the results of the study, and a review of the literature, guidelines were developed that consisted of competencies and activities that should be included in a program designed to educate and train full-time learning assistance profesionals at the Master's degree level. Recommendations were included in the study.