This paper describes one approach to the study of group therapy by graduate and undergraduate psychology students, i.e., student participation in an experiential therapy group. The problems and benefits of this method are explored in terms of issues such as confidentiality, content definition, limit-setting, assignment of grades, effect on interpersonal relations, and establishment of exclusion criteria to deal with inappropriate enrollees. Suggestions are made for minimizing disruptions in the relationship between students and professor. Attention is also given to the benefits of choosing this approach as an opportunity for students to gain therapy experience in a cost-free and supportive context. (Author/JAC)