Concerned that students were not developing sufficient competence in policy practice in a BSW social policy course, the author required them to undertake policy practice projects in partnership with human service organizations. Using the political engagement module, part of the Cedar Crest College Democratic Academy project, students in the course partnered with a community organization or political entity to work on a policy project at one of three levels: organizational, community, or legislative. This pedagogical strategy was piloted, revised, and evaluated by the author over three academic years, with nineteen students and seventeen projects in fourteen organizations. Outcomes were evaluated through student focus groups and postproject printed surveys of students and organization partners. The author discusses how the organizations were selected, the types of projects undertaken, the results of the projects, and the outcomes of the three-year study. Advantages of this pedagogy are presented, along with recommendations for teaching and research.