The complexity of carrying out practice research in social service organizations is often matched by the complexity of teaching future social work practitioners to use and engage in practice research. To appreciate the scope of the teaching challenge, it is important to reflect on the evolving definition of practice research and issues involved in negotiating practice research activities with multiple stakeholders. According to the Salisbury Statement on Practice Research (Salisbury Forum Group, 2011, p. 5), Practice research involves curiosity about practice. It is about identifying effective and promising ways in which to help people; and it is about challenging troubling practice through the critical examination of practice and the development of new ideas in the light of experience. It recognizes that this is best done by practitioners in partnership with researchers, where [researchers] have as much, if not more, to learn from practitioners as practitioners have to learn from researchers. It is an inclusive approach to professional knowledge that is concerned with understanding the complexity of practice alongside the commitment to empower and address social justice issues, through practice. Practice research involves the generation of knowledge of direct relevance to professional practice and therefore will normally involve knowledge generated directly from practice itself in a grounded way. If practice research is going to have a real impact on social work practice, it needs to become an integral part of social work education programs. While learning how to integrate research and practice skills, students need learning opportunities that refine their skills related to reflexive dialogue, managing negotiation processes, deconstructing "otherness," and dealing with disturbing and complex issues. Besides knowledge about practice research methodology and philosophy of science, many of these capacities call for experiential learning through the process of engaging in practice research projects. Although practice research is not a new idea in social work education, it does represent a more comprehensive approach to knowledge production. The teaching and learning environment can serve as a laboratory for establishing partnership-based knowledge production where all the stakeholders share in the learning process, the findings, and the research outcomes.