Bachelor of social work and master's of social work students were queried regarding their use of and attitudes toward the peer-reviewed literature and understanding of and engagement in evidence-based practice (EBP). Participants were asked to assess their field instructor's use of the literature and engagement in EBP. Students felt prepared by their education to read the literature, but actually read very little. Students felt prepared by their education to engage in EBP and believed they understood what this was; few actually employed its practice behaviors. Few associations existed between classroom preparation and student attitudes and actions. In contrast, field instructors' behaviors were associated with a number of these variables. Implications for social work education are discussed as are suggestions for helping students transform knowledge into action.