The evidence continuum is a five-domain model for building evidence through needs assessment, program theory, process evaluation, outcomes and impact evaluation, and optimization studies. In this conceptual article, the first two domains of the evidence continuum are used to design a learner centered course on advanced research methods, and strategies for adapting a conventional curriculum for learner-centeredness are provided. Implications are discussed regarding praxis, pedagogical content knowledge development, and learner-centered assessment and evaluation.