The Applied Research Center (ARC) at the University of Wisconsin-Stout specializes in program evaluation for educational institutions, non-profits, and organizations. Each year, the ARC hires students from the M.S. Applied Psychology program as graduate assistants (GAs). Unlike traditional research assistantships, the ARC provides practical experience interacting with stakeholders, writing technical business reports, managing project tasks and timelines, and conducting research in real world settings. The ARC accomplishes this with a “Train the Trainer” model. The office staff provides high level training to the GAs in evaluation practice, while also providing an opportunity to mentor the new employees on fundamental evaluation and research skills. Graduate students typically operate in two primary roles within the campus environment. Graduate teaching assistants provide instructional support by assisting with lectures, grading papers and assignments, and tutoring students during weekly office hours. In contrast, graduate research assistants typically assist faculty with academic research, conducting literature reviews, collecting, cleaning and analyzing data, and writing reports. These tasks undoubtedly contribute to professional development for students pursuing a career in academia; however, they often fail to enhance practical/real-world skills desired by employers. As a result, developing skills including client interaction/communication, technical (non-APA) writing, and project planning/management has become increasingly relevant for students seeking to enter the job market. This skills gap is addressed at the ARC, as first year graduate students are hired (even before beginning coursework) to assist with real world projects. The ARC has a thorough training process to prepare each student for the project tasks they will be asked to complete. Some tasks are simple and can be explained quickly, such as project updates to clients and utilizing Qualtrics – an online survey tool. These are examples of the project tasks students take on shortly after being hired. Other tasks, such as quantitative and qualitative data analysis, focus group facilitation, and report writing are more complex and need a longer period of training. These tasks are usually assigned to students nearing the end of their first semester of graduate school. During this first semester, the students complete individual training (tutorials online, readings, etc.) and work alongside a second-year GA at the ARC. The combination of working directly with another student and gaining knowledge on their own has been critical to the success of all our GAs. We believe this mentorship also helps the second-year GA to master their advanced tasks since they are asked to impart their knowledge to our first-year GAs. Once the student has received sufficient training, they are capable of working independently on all project tasks and mentoring new employees. As students continue to develop their skills, they are often afforded more project independence and responsibility. For example, students may be asked to take the lead on complex tasks like research projects and grant proposals. Students at this level get the chance to gain project management experience and assign tasks to first year students. This unique experience allows students an opportunity to think critically about projects, delegate tasks, and resolve potential issues that may arise during the project. It is important to note that Project Managers still provide guidance and ensure the project is being handled effectively and professionally.