This article examines how a baccalaureate program initiated an introductory field experience in an attempt to improve 2 frequently identified impediments to quality field experiences, namely the lack of a complete generalist practice experience and the lack of opportunities for integration of theory into practice. The key components to this alternative model include providing an observation-focused, faculty-guided, 75-hour on-site experience at selected social service agencies; use of shadowing and group student learning; and the use of a tool to record observations and develop critical thinking skills. An overview of the curriculum for this pilot project is provided with examples of how both critical thinking skills and richer integration of full generalist practice were achieved. (Contains 1 table.)