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Abstract
This study explores the issue of advanced standing in MSW programs in light of the new Educational Policy and Accreditation Standards (EPAS). Advanced standing structures of MSW programs were studied using a purposive sample consisting of 203 MSW program directors with a response rate of 28% (N=58). The results indicate that slightly more than 15% of programs do not provide advanced standing to incoming students, that slightly more than 63% require a bridge course, and that bridge courses are most often used to increase the academic readiness of students. The study's findings are used to frame a discussion of the significant issues raised by the introduction of a common set of competencies for BSW and MSW students in the new EPAS.