Graduate education in chemistry has received a great deal of attention from national organizations such as the American Chemical Society, National Academies, Council of Graduate Schools, and others for several decades. While primarily thought of as a model for the world to look up to, the culture and outcomes of U.S. graduate education has faced intense scrutiny and many calls for drastic reform. Additionally, the advent of chemistry education research as an area of chemistry has lead to the formation of many new programs that rely on courses and experiences not traditionally observed in the other areas. This symposium is dedicated to disseminating fundamental research and/or innovations that exist in chemistry graduate education. Two different areas are targeted: (1) Research on the effectiveness of current elements of graduate education (courses, seminars, research groups, mentoring, etc.) and data from implementation of reformed practice in the traditional areas of chemistry (biochemistry, organic, inorganic, physical, and analytical) are welcomed. (2) Innovations and approaches to the effective training of graduate students specifically in chemistry education research are also welcomed. Presentations in these two areas should help shed light on best practices in graduate education in the ongoing effort to produce highly trained chemists.