Objective: To describe methods for incorporating standardized patients into health literacy training programs. Methods: We discuss aspects of program development that are relatively unique to this educational context. Results: Individuals were recruited to play the role of an average adult with limited health literacy. Methods of recruitment, training, and scenario development are discussed in detail. Conclusions: Standardized patients can be valuable partners for teaching about low-literacy communication skills. Because of shared experiences, both actors and nonactors can effectively play a character with low health literacy.