The Studio curriculum in the Learning, Design, and Technology (formerly Instructional Technology) program at a large research-extensive university in the southeastern U.S. represents a deliberate application of contemporary theory of how adults learn complex information in ill-structured domains. The Studio curriculum, part of a graduate program leading to a master's degree, has been implemented since 1998 to prepare professionals to design, develop, evaluate, and manage educational multimedia. Theoretical considerations played a major role in shaping the design of the Studio curriculum. Prominent among these were constructionism, situated cognition/situated learning, and self-directed learning. Important related theoretical constructs included scaffolding and flow theory. This paper describes the Studio learning environment, presents these theoretical concepts, and discusses the application of theory to practice in the training of adults in instructional design and development (IDD).In graduate programs at universities around the United States, the one-course/oneinstructor model has long been the standard. This model has many strengths, but it also places limitations on the authenticity of instruction for the professional contexts of many Beginning in the fall of 2009, when this manuscript was still in review, the Studio program was relocated to the Gwinnett branch campus of the University of Georgia in order to better serve the Atlanta professional community. This relocation has occasioned some changes in the curriculum that are still being worked out and have not been documented in this manuscript. The Studio continues to evolve in response to the needs of students.