Russia, like other (re)emerging donors, has a long history of development intervention, including in education. The period of “transition” following the dissolution of the Soviet Union opened up a space for Russia itself to be “developed”, with the ultimate stage being the development of Russia’s own capacity as a development donor. Given the intensity with which Russia has been recruited to a DAC-style model of development donorship, it is interesting to note the absence of the field of development studies in Russia. Although part of the effort to develop Russia’s donor capacity has included developing curriculum materials for postgraduate programmes in the field of aid and international development, the Russian government has not yet formalized a development studies curriculum. Yet this begs the question: What is the relationship, in general, between the field of development studies and development itself? In the absence of the professionalization of development work in Russia, how were Russians prepared to do development work, and how will those in the future be prepared? Does the professionalization of development move it out of the government sphere, creating a separation between the strategic/diplomatic side of development policy and the practical/vocational side of development work? By refusing to support a professional development studies curriculum, is the Russian government resisting the possibility that non-governmental personnel have a role to play in international development?