This paper outlines the characteristics of validating and invalidating models of classroom instruction, the characteristics of good teachers, and assessment methods that support validating, therapeutic learning. The academically validating model suggests that: (1) students bring a rich reservoir of experience to the classroom; (2) the past is a source of strength and knowledge; (3) faculty should see themselves as partners in learning with students and employ student-centered, active learning techniques; and (4) learning allows for reflection, multiperspectives, and imperfection. Faculty can help foster a therapeutic learning community by reaching out to students to help them get involved in college. Good teachers need to be accepting, creative, interesting, motivating, open-minded, patient, and thought-provoking. The paper also lists assessment methods that can promote validation and achievement, such as surveys, interviews, and focus groups. (MDM)