This paper is an introduction to a teaching series entitled, “Teaching Philosophers to Teach.” The series addresses graduate student teaching methods. The introduction outlines pedagogical goals and practices of the graduate curriculum of the Syracuse Program. The Program addresses the unequal distribution between high intellectual performance and good teaching amongst graduate students. Instead of focusing on graduate student values and beliefs on teaching, the Program curriculum addresses the particular institutional practices that shape student teaching. Some of the suggested changes, which aim to reaffirm the link between philosophical thinking and teaching, include changing the duration of teaching training, assigning a faculty teaching mentorship to students at the beginning of their graduate studies, and emphasizing best practices in teaching assistantships. The papers in this series address teaching-related issues ranging from classroom pedagogy to graduate student training.