We designed an interviewing techniques course to facilitate students' acquisition of professional role attributes and skills we consider likely to contribute to success in fieldwork. Advanced undergraduates rated the value of various components of the course 1 to 2 years after taking it, when they were near completion of senior fieldwork placements. Faculty members who teach field-work seminars and fieldwork preparation courses also rated the value of course components. Overall ratings by both students and faculty were quite high. Students gave the highest ratings to learning experiences that took place in class, were active, related directly to interviewing skills, and included interactions with others.
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