Our mission is to automate coding. The first step in our journey is to build the best tool for professional programmers, using a combination of inventive research, design, and engineering. Our organization is very flat, and our team is small and talent dense. We particularly like people who are truth-seeking, passionate, and creative. We enjoy spirited debate, crazy ideas, and shipping code.
About the role
Cursor ships fast. New models, new agentic capabilities, new workflows every week. The gap between what Cursor can do and what developers know how to build with it grows with every release. This role closes that gap.
As Director, Product Education Engineering, you'll build and lead Cursor's technical curriculum function: the roadmap, the content architecture, and the team that ensures every major capability ships with the educational infrastructure developers need to adopt it. You're building this function from scratch, which means you'll be hands-on for a long time, writing content, building systems, and making technical decisions while also hiring and developing a team of education engineers.
You'll sit at the intersection of product and education, embedded in launches, working cross-functionally with Developer Relations, Product, Engineering, Sales and CS to build technical content that moves developers from first install to deep, durable fluency.
You'll report to the VP of Customer Education and lead a team of technical curriculum developers.
What you’ll do
Own the technical education content roadmap: what gets built, when, and for which customer segments, prioritized against product releases, adoption gaps, and enterprise need.
Build Cursor's technical learning library hands-on: code walkthroughs, structured learning paths, lab exercises, certification-ready content, and workshops tailored to customer needs.
Partner with Product and Engineering ahead of every major launch so new capabilities ship with the tutorials and learning paths developers need to adopt them.
Help engineering organizations evolve from isolated usage to company-wide adoption — designing rollout strategies, acting as the customer's internal technical advocate, and escalating product feedback to Engineering and Product.
Define performance metrics that go beyond completion rates, measuring activation, adoption, and actual developer fluency gains.
Hire and develop a team of education engineers, and define Cursor's strategy for the third-party course ecosystem.
You may be a fit if
You have 7+ years in technical education, developer content strategy, or developer relations at a developer tools or platform company, and you've owned a content roadmap end-to-end not just the content, but the systems behind it.
You're hands-on and want to stay that way. Not a full-time engineer, but genuinely fluent in developer workflows, AI tooling, SDLC tooling, CI/CD systems, and enterprise engineering environments. You can go deep with an engineering audience without faking it.
You're deeply technical in your editorial judgment. You read code, follow a tutorial critically, and immediately know when something is wrong. You have strong opinions about what great developer education looks like because you've been on the wrong side of bad documentation.
You use AI coding tools extensively in your own workflow — ideally Cursor — as core infrastructure, not as a novelty.
You're customer-obsessed and cross-functional, comfortable translating technical details into business impact and working across engineering, product, and CS without needing a clean lane.
You can build in ambiguous, fast-moving environments where the product changes faster than the documentation.
Bonus Points:
Background in instructional design or learning science.
Experience building or governing a third-party education or partner certification ecosystem.
Familiarity with LMS platforms: Skilljar, Thought Industries, or similar.
Experience managing video content programs: YouTube channels, tutorial series, course platforms.
Prior experience standing up a certification or credentialing program from scratch.
