This article describes a simulation that fulfills many of the goals of a scholar/apprentice model--one that requires a sustained period of time during which an apprentice practices a set of discipline-specific skills under the guidance of his or her mentor. Such an extended simulation differs from shorter exercises in several ways, such as the necessity of including numerous checkpoints for monitoring student progress and of utilizing objective and systematic assessment tools. In particular, students must know that they will be assessed on the basis of both group results and their individual contributions. The simulation discussed in this article pays explicit attention to these two issues--the importance of "deliverables" and the need for dual-pronged, objective assessment instruments--as well as to the desirability of coordinated college-wide instructional support. (Contains 1 figure, 2 tables, and 19 notes.)