Film as a tool for learning offers considerable opportunity for enhancing student understanding. This paper reflects on the experiences of a project that required students to make a short film demonstrating their practical understanding of qualitative methods. In the psychogeographical tradition, students were asked to "drift" across the urban environment and record their own experiences of the places encountered. The findings suggest this "drift-film" strategy can be successful in sensitizing individuals to the benefits of qualitative methods, can enhance students' ability to story-board and structure their arguments, and develop key editing skills which can be transferred to future employability. (Contains 3 figures and 6 notes.)