A school district's program coordinator designed and implemented a practicum study intended to provide intermediate grade teachers and students with problem-solving techniques and skills needed for success in a course in contemporary Canadian issues. Teachers' and students' problem-solving skills were assessed through reports based on teleconferences, questionnaires, teacher observations, and results of student tests and projects. It was concluded that a comprehensive list of heuristics for devising problem-solving strategies coupled with a model for emulation would provide the direction teachers and students needed. A series of workshops used role-playing, modeling, peer tutoring, and practice as means of remediating deficiencies in teachers' problem-solving skills. Only after the workshops, and then under supervision, did teachers introduce the skills in class. Analysis of practicum evaluation data revealed that problem-solving skills of teachers and students had increased. Teachers reported that the model simplified processes and provided structure and direction. Students reported that the model removed uncertainties in the problem-solving process. As a result of the practicum, the problem-solving model has been incorporated into the curriculum for intermediate students. Teacher interview questions, the problem-solving model, a list of criteria for acceptable modeling, and other related materials are appended. (RH)