Protection from hydrological extremes and the sustainable supply of hydrological services in the presence of changing climate and lifestyles as well as rocketing population pressure in many parts of the world are the defining societal challenges for hydrology in the 21st century. A review of the existing literature shows that these challenges and their educational consequences for hydrology were foreseeable and were even predicted by some. However, surveys of the current educational basis for hydrology also clearly demonstrate that hydrology education is not yet ready to prepare students to deal with these challenges. We present our own vision of the necessary evolution of hydrology education, which we implemented in the Modular Curriculum for Hydrologic Advancement (MOCHA). The MOCHA project is directly aimed at developing a community-driven basis for hydrology education. In this paper we combine literature review, community survey, discussion and assessment to provide a holistic baseline for the future of hydrology education. The ultimate objective of our educational initiative is to enable educators to train a new generation of "renaissance hydrologists," who can master the holistic nature of our field and of the problems we encounter.