Although a growing number of universities are mounting concentrations or degrees in health communication, the most common level of training offered in the subject is a single introductory course. Typically, prerequisites for these courses are an introduction to communication course and/or a communication theory course. This makes it challenging to create experiential assignments for students, because students may not come with the technical or design skills required to undertake actual health communication projects. Instead, the most frequently mentioned teaching strategies are tests, analysis/position papers, state of the art literature reviews, and interviews of healthcare providers. Convinced that a mentored experience of health communication enhances students' learning, the authors run a shared project between students in the health communication course and those in an advertising/public relations campaigns class to simulate the experience of working on a health communication strategy team in a public health agency. This two-class collaboration replicates the typical real life health communication design process in which strategic teams frequently outsource creative work to public relations firms or advertising agencies. The authors base the organization of their project loosely on the comprehensive how-to manual for creating health communication by the U.S. Department of Health & Human Services, the National Institutes of Health, and the National Cancer Institute (2009)--"Making health communication programs work" (better known as "The Pink Book"). They also draw from Fishbein and Capella (2006) and "Steve's primer of practical persuasion 3.0" (Booth-Butterfield, 2011).