The teaching of research methods to trainee practitioners is a challenging task. The traditional utilization of the ‘subjective’ knowledge or practice model (Klein and Bloom, 1995), reflects a lack of interest in ‘objective’ knowledge or empirical model in students pursuing careers in social work and human services. Because research is perceived to be technical and not relevant to practitioners’ needs as compared to other courses in the major, students may be entering the classroom with trepidation and/or a lack of enthusiasm from the very beginning of the semester.