During the past decade a growing number of practitioners, educators, and cultural heritage funders have explored the idea of a convergence of library, archives, and museum functions. The rise of digital collections and services has served as an impetus for much of this thinking along with a search for economic efficiencies and enhanced and integrated user access to materials. With the growing interest in, and actuality of, LAM convergence, there is a pressing need for educators of LAM professionals to consider how this new reality changes educational requirements and programs. This paper discusses digital curation as a promising area of convergence in both professional practice and professional education and provides a model that seeks to identify both common requirements and institutional differences. We have developed a Matrix of Digital Curation Knowledge and Competencies for identifying and organizing the material to be covered in a digital curation curriculum. The Matrix is organized along six dimensions: mandates, values and principles; functions and skills; professional, disciplinary or institutional / organizational context; type of resource; prerequisite knowledge; and transition point in the information continuum. Within the context of potential LAM education convergence, one of the fundamental questions is the extent to which offerings must vary based on the professional, disciplinary, institutional, organizational, or cultural context in which students plan to work. LAM convergence is not likely to result in complete unification, but the growing importance of digital curation activities in supporting the missions of all three types of institutions poses exciting new opportunities for collaboration in professional education.