This paper considers some of the problems inherent in teaching qualitative research methods within psychology. It stresses the use of a reflective approach to course design that aims to "emancipate" students in their own study and research, as well as equipping them with a combination of practical and theoretical skills. In addition to a brief description of the course, I describe some innovations in tackling the topic that try to optimise participation and active learning. Philosophical and political aspects to the subject are discussed as particularly thorny issues. Several approaches to evaluation are described that serve both to increase participation and help the teacher respond to issues of level and content. Some of the implications discussed for future teaching include revisions to the coverage of discourse analysis and the role of political values in psychological research. (Contains 1 table.)