This article examines the impact of a curricular infusion strategy aimed at integrating gerontological practice issues into social work education. Findings (N = 83) illustrate that student interest, knowledge, and skills in aging practice increased immediately following implementation of a three-tiered infusion approach; however, ongoing exposure to gerontology in and out of the classroom appears necessary to sustain students' interest in working with older adults over time. Although the majority of students endorsed aging issues as important to social work in general, many did not understand its relevance to their own careers. Next steps are outlined to enable students to make this important connection. (Contains 3 tables and 2 notes.)