In Canada, postsecondary training programs are available in evaluation. Masters, graduate diplomas and courses provide with theoretical and empirical content related to the field of evaluation. At the postsecondary level, some training is also available for PhD students. In that case, evaluation takes the form of a class, a major or a minor. How to get doctoral training programs in evaluation that combines conceptual as well as practical contents? First we develop upon the relevancy for doctoral programs in evaluation. Our points refer to the following criteria common to doctoral programs: scientific, social, institutional and systemic relevance. Second we propose three entrees to build bridges between empirical and conceptual knowledge for doctoral programs. The three arguments relate to the career objectives of students, basic disciplinary field of the incoming student and his/her level of experience with evaluation. At the end, few practical options are provided to integrate practice into postsecondary trainings.