In recent years, social work has moved in parallel with medicine, the health sciences and education in using evidence-based criteria to determine the actions of practitioners. This has involved the application of empirically-based models in practice design and a trend towards implementation of interventions shown to be effective in changing behavior (Humphries, 2003). This approach, which involves developing research for practice (RFP), may result in a rift between researchers who conduct studies and the social workers who are expected to carry out empirically supported practices where they have not been involved in the production of the research. Collaborative partnerships exist that strive to facilitate research that addresses practice concerns, recognizing that social workers are in the best position to identify problems that require research (Mullen, 2002). However, the people with research expertise, who are often located in academic institutions, conduct research with out necessarily calling on the potential for practitioners themselves to critically examine evidence-based practice models. When these prescribed practices move from the rarified conditions imposed by the framework of randomized controlled trials into real world agency settings, they confront real world conditions. These realities may limit fidelity to the model produced by this “gold standard” of research. Continuing knowledge development is not only the responsibility of those based in the academy, but it is shared responsibility at all levels of the profession (Lewis, 2003). Broadening the scope of research to assure practitioner engagement in all aspects of research is essential. Researchers may only see the value of social worker in knowledge development as contributors of “practice wisdom” (Klein & Bloom, 1995). However, they are able to contribute to knowledge development in important, dynamic ways that respect the epistemological tenet that no knowledge is “settled.” Practitioners and academics must be co-creators of the knowledge base for social work practice. We achieve this objective at a large, urban School of Social Work through promoting a model of Practice-Based Research (PBR). As research educators, we reject curricula that present research concepts in the abstract (Taylor & Rafferty, 2003). We have moved towards educational practices that stimulate social workers to conduct research to help them make decisions about problems they encounter in the work or conduct empirical studies that inform their practice in situ. This presentation will describe the pedagogical approaches we use with both Master's and Doctoral students to produce practice-based researchers. The objectives of this educational approach are to develop critical thinking skills; the ability to accurately capture available information; use that information for evaluative purposes; synthesize knowledge and feed back findings from the practice setting to constituent groups. The presentation will include course strategies and examples of student research projects. Specific student-developed research projects include a study of case management practices and medication adherence in HIV/AIDS; an agency survey about the nature and extent of family involvement with seriously mentally ill clients prior to introducing EBP family psycho-educational groups; and a city-wide survey of food pantry clients about barriers to obtaining food stamps.