This paper highlights the major points in Rogers’ 1967 article Graduate Education in Psychology: A Passionate Statement and demonstrates how the article is still relevant to current graduate programs. Rogers’ (1967) implicit assumptions are explored in-depth and his alternative assumptions are presented. As graduate students, we provide specific examples from our own personal experiences to illustrate Rogers’ comments. Student-centered learning, self-determination theory, and Montessori-type programs will be discussed in relation to the implementation of Rogers’ alternative assumptions. This paper presents a personal view of the current state of graduate education, discusses how educational programs could be shifted to be more focused on student-directed learning, and proposes creating training programs that would yield independent, open, and curious psychologists.