The CAPE 2013 Educational Outcomes, developed by the Center for the Advancement of Pharmacy Education (CAPE), aim to guide the evolving pharmacy curriculum. These outcomes, the fourth iteration since 1992, were revised to include four broad domains, 15 subdomains, and example learning objectives. The revision process involved an advisory panel composed of educators and practitioners, and was informed by literature from pharmacy and other health professions. The outcomes emphasize the importance of foundational knowledge, patient-centered care, effective approaches to practice, and personal/professional development. They also include an affective domain to address personal and professional skills, attitudes, and attributes required for patient-centered care. The outcomes are designed to define curricular priorities for pharmacy programs, promote curricular change, and measure programmatic outcomes. They are aspirational, emphasizing increased program expectations and motivating educators and students to strive for the highest level of professional preparation. The outcomes are structured around four domains: Foundational Knowledge, Essentials for Practice and Care, Approach to Practice and Care, and Personal and Professional Development. Each domain includes subdomains with specific learning objectives. The outcomes are intended to be achievable by the end of the professional program and measurable within evolving academic and practice environments. They also emphasize the importance of interprofessional collaboration, cultural sensitivity, and communication. The outcomes are designed to represent all areas of pharmacy and guide the academy’s efforts to educate Doctor of Pharmacy students.The CAPE 2013 Educational Outcomes, developed by the Center for the Advancement of Pharmacy Education (CAPE), aim to guide the evolving pharmacy curriculum. These outcomes, the fourth iteration since 1992, were revised to include four broad domains, 15 subdomains, and example learning objectives. The revision process involved an advisory panel composed of educators and practitioners, and was informed by literature from pharmacy and other health professions. The outcomes emphasize the importance of foundational knowledge, patient-centered care, effective approaches to practice, and personal/professional development. They also include an affective domain to address personal and professional skills, attitudes, and attributes required for patient-centered care. The outcomes are designed to define curricular priorities for pharmacy programs, promote curricular change, and measure programmatic outcomes. They are aspirational, emphasizing increased program expectations and motivating educators and students to strive for the highest level of professional preparation. The outcomes are structured around four domains: Foundational Knowledge, Essentials for Practice and Care, Approach to Practice and Care, and Personal and Professional Development. Each domain includes subdomains with specific learning objectives. The outcomes are intended to be achievable by the end of the professional program and measurable within evolving academic and practice environments. They also emphasize the importance of interprofessional collaboration, cultural sensitivity, and communication. The outcomes are designed to represent all areas of pharmacy and guide the academy’s efforts to educate Doctor of Pharmacy students.