This article describes and evaluates three approaches to teaching writing in the social sciences, particularly psychology: an English department-based course for all social science majors; a team-teaching model that embeds writing in core courses in psychology; and a stand-alone course dedicated to teaching writing in psychology, often taken concurrently with other core courses. Using Beaufort's (2007) five knowledge domains of expert writers as a lens through which we view each approach, we describe each model and appraise the success of each in providing what Ding (2008) and Collins, Brown, and Holum (1991) call a cognitive apprenticeship, i.e., an educational experience that makes the thinking and practices of a discipline visible and gives students tools and experiences to help them become insiders in a discourse community. Each of these approaches to teaching social science writing can provide some elements of a good cognitive apprenticeship, but the drawbacks to each make the goal of providing such an apprenticeship elusive because of the constant challenge of developing competent faculty, sustaining faculty commitment, and guaranteeing adequate department resources to support these efforts.