In this article, the author describes the use of primary literature readings in an upper-division undergraduate field course. One of the two main learning goals of the course was to teach students how to read academic articles in economics with a critical eye. This was accomplished by providing students with a structured framework for summarizing the main methods and results of each paper and feedback provided on short written reports and during in-class discussion activities. Based on his experiences in this course, the author offers observations and suggestions to instructors wishing to integrate non-textbook academic readings in their teaching.