This article describes experiential-learning approaches to conveying the work and rewards involved in qualitative research. Seminar students interviewed one another, transcribed or took notes on those interviews, shared those materials to create a set of empirical materials for coding, developed coding schemes, and coded the materials using those schemes. Students' input reveals that these assignments were more effective than readings and discussions in conveying the challenges and rewards of qualitative research. In particular, the coding assignment revealed the labor involved in doing qualitative research, but also the insights qualitative research can lead to. Others are urged to try similar assignments. ["Teaching Qualitative Research: Experiential Learning in Group-Based Interviews and Coding Assignments" was written with James Chaney, Stephanie Crider, Ian Debnam, Gentry Hanks, Corey David Hotard, E. Arnold Modlin, Martin Pfeiffer, and Jorn Seemann.] (Contains 11 notes.)