One of the biggest challenges for criminal justice educators is to deal with the strongly held opinions and preconceived notions about criminal justice issues among students. It often takes the form of students being reluctant to accept certain premises that does not comply with their own experience of the issue. The general tendency to reject information that does not confirm your own view of the world and to accept information that does confirm what you believe to be true is called confirmation bias. This paper proposes the criminal policy debate format as an active learning strategy. Based on the application in an introductory course that is part of a three-year bachelor program in criminology, findings show that the debate format facilitates learning by encouraging students to formulate arguments for and against criminal policy questions.