N ONPROFIT management education (NME), largely a phenomenon of the past two decades, has grown rapidly in the United States. The field was virtually nonexistent in 1980; by 2000 there were ninety-one master's degree programs with at least a concentration in NME (Mirabella and Wish, 2001), nearly one hundred undergraduate programs, and about fifty universitybased certificate programs (Ashcraft, 2001;O'Neill and Fletcher, 1998). Understandably, the literature on nonprofit management education has focused on key internal issues such as what the curriculum should be, what kinds of students to target, what mix of full-time and adjunct faculty to use, how satisfied alums and employers are, and in what departments or schools such programs should be housed (Block, 1987;Fletcher, 2002;Hall and others, 2001;O'Neill and Fletcher, 1998;O'Neill and Young, 1988;Renz, 2004;Young, 1999). However, viewing this phenomenon as part of a larger picture can deepen our understanding of the origin and development of nonprofit management education and suggest ideas about its future. Three contexts are presented here: professional education, management education, and the growth of the U.S. nonprofit sector following World War II.