Social work educators have been grappling for years with the continually challenging notion of the "integration of theory and practice" and the converse concept, the "gap between theory and practice." This article posits the utility of a theory-mindedness approach to learning and practice as an alternative conceptualization that attenuates the need to focus resources on the "gap" and how to close or narrow it. An innovative classroom-based approach designed to facilitate the development of theory-mindedness among three cohorts of undergraduate social work majors poised to begin their senior field practicum year is described. The impetus for and background of the project are discussed, along with a description of the model for facilitating the development of theory-mindedness. Preliminary data designed to qualitatively and quantitatively evaluate the effectiveness of the approach are provided.