An investigation is described during which three dimensions of situated learning (i.e., social interaction, a reliance on authentic activity, and creation of a learning community) were incorporated into the design and implementation of an on-campus course on instructional strategies for students with diverse learning needs. This choice of pedagogy arose from recent advances in learning theory suggesting that the context (i.e., situation) in which students learn impacts the degree to which educational outcomes are realized. Data, primarily in the form of responses on an anonymous questionnaire administered on the last day of class, are shared as well as information about sample products class members created as validation of their acquisition of course outcomes. All class members committed to apply their new learning within their respective roles in K-12 settings and attributed their knowledge gain to specific dimensions of situated learning applied in the course. Limitations and implications of the study are discussed. (Contains 4 tables.)