This essay presents two pedagogical models found in public policy programs, and attends (less exhaustively) to the managerial environment in which they coexist. The models are, of course, lecturing in all its various versions, and the cluster of teaching practices called case-method teaching, student-centered learning, active learning, experiential learning, discussion-based teaching, and the like. The central question addressed is: How can it be that we still don't know which is better, or which is better for what, if know means anything like what it means in the larger policy analytic paradigm? Research comparing practices can improve our choices and outcomes.12 12