With an increased emphasis on the use of evidence in all professions, this article describes how one physical therapy program added a capstone project to help prepare its graduates for the demands of practice. With the guidance of faculty mentors, students create a project that focuses on hands-on scholarly activity. They come to appreciate the importance of finding the best available evidence and how they can make contribute to this scholarly process. Survey data reveal that teaching students how to become consumers and contributors to evidence-based practice helps them value to process and therefore incorporate it into their chosen field. (Contains 3 figures and 2 tables.)