This article reports a case study describing how the principles of a cognitive apprenticeship (CA) model developed by Collins, Brown, and Holum (1991) were applied to a graduate course on performance systems analysis (PSA), and the differences this application made in student performance and evaluation of the course compared to the previous semester. I analyzed the requirements for the CA learning environment and identified the contributions of instructor, students, and the course based on those requirements. I then applied the findings to create an authentic learning environment based on CA principles. In this case the students became performance consultants, immersed in practical application of the PSA content and methodology to authentic organizational performance issues provided by real clients. Finally, I compare student evaluations of the course to student evaluations in the previous semester, and report their responses to a set of open-ended questions concerning the application of CA principles.