Students' frustration with the lack of measurable progress in their practice has always been a major obstacle for them in learning to use themselves differentially and to effect changes in their clients (Saari, 1986). This article discusses the author's approach to tending to students' emotions as a central component in organizing and teaching in the clinical social work practice curriculum. Case presentations and assignments were used to provide an experiential process to help students appreciate the intrinsic human drives toward the fulfillment of emotional needs, and the power of positive emotions in initiating changes in behavior. They served the dual purpose of sustaining students' motivation in learning as well as owning their practice with clients. In recognizing the importance of tending to their own emotional needs, students also became more adept at enhancing their empathy toward their clients.