<P>Many national professional organizations of speech-language pathologists have adopted evidence-based practice (EBP) as the preferred approach to clinical practice. This mandate brings with it an added responsibility for university programs because they need to prepare future generations of speech-language pathologists for these new demands.</P>
<P>This special issue is the first in a peer-reviewed journal in the field that focuses on the teaching of EBP at the pre-professional level! That is, four university programs from three continents (Australia, Europe, and North America) showcase how they conceptualized and implemented their innovative approach to teaching EBP.</P>
<P>Because many programs are in the midst of moving toward EBP, this is a <EM>must read</EM> for anyone who is teaching or learning in a university-based program in speech-language pathology.</P>
<P>We believe that this issue will serve as a catalyst for increased scholarly discourse on this critical need.</P>
