Since 2008, the Georgia State University doctoral training program in Community Psychology has made several modifications to coursework requirements, qualifying examinations, community practicum requirements, and advisement processes. Recognizing that graduates pursue trajectories ranging from independent consulting practice to academia, the primary goal was to provide greater flexibility in shaping training to match the types of careers that students envision. Accordingly, the Community Psychology Practice Competencies and the closely aligned Community Psychology Value Proposition provide a useful framework for helping guide students and advisors in selecting relevant coursework and field experiences that match the students’ training goals. In this paper, we focus on two specific areas in which we have infused the Competencies. The first area is practicum field-work, for which we have created a process built around the Value Proposition: students identify a potential field experience, work with community contacts to develop a statement of work focused on building experience and expertise in as many as four competency areas, and negotiate relevant deliverables. The second is advisement: Students are asked in their year-end progress reports to reflect on the extent to which they have gained experience with each competency during the year, and to identify a subset of focal competencies to gain experience and expertise in the coming year. With their advisors, students can then use this information to map out and modify their training plans. The paper describes the materials we have developed and provides preliminary quantitative and qualitative information about how the use of the Competencies is beginning to benefit students, advisors, and community partners. We describe successes and challenges we are encountering and conclude with the next steps we anticipate in the evolution of our training program.