We present content, structure, and process adjustments that integrate implementation science and evidence-based practice in academic and field curricula. Content and assignments are based upon frameworks identified by the National Implementation Research Network (NIRN) and examine promising, evidence-informed or evidence-based practices. Field curricula structure and process adjustments include site rotations, a field instructor academy, a weekly cohort seminar that integrates academic and field learning, and semester-end focus groups. A weekly field portfolio summarizes student learning and requires student selection of relevant evidence-informed literature for discussion with the field instructor. We conclude with results from a systematic qualitative review of field portfolios that identified content and process patterns of student learning. [This work was supported by the U.S. Children's Bureau, National Child Welfare Workforce Institute University Partnership Grant.]