The use of integrative techniques has seriously declined over the last 25 years (Alabaster et al., 2002). Financial constraints and the decreasing number of staff with the relevant experience means that few UK universities offer undergraduates this vital education and those that do are heavily dependent on external funding (Collis 2006; Leggett 2005). Thus, our aim was to develop a new, low cost approach to providing training for undergraduates in this area. Whilst a module which provided training in specific techniques could have been developed, the diverse background of our students, coupled with staff and financial constraints would severely limit what the students would learn. Instead, the focus was on education rather than training, the objectives being to introduce students to the potential of in-vivo studies; to educate them in the diverse range of techniques and experimental disciplines where they are utilised; increase awareness of the issues surrounding their use and to provide students with “hands-on” practical experience. Given HO policies on personal licences, students do not attain costly HO licences that they may not subsequently utilise. Instead, students receive lectures based on HO modules 1-3 followed by lectures covering integrative techniques utilised in specific fields. Given current public perception of such studies, students are required to debate the ethics of animal use in scientific research, ensuring they will be better able to justify such work should the need arise in the future (IDEA CETL). Experimentally, students receive training in animal handling and undertake a series of behavioural studies to investigate anxiety responses in rodents, participating via delegated authority. These animals are reused as cadavers to provide training in injection techniques, cannulations and surgical procedures culminating in setting up of a complex neuroscience/gastrointestinal preparation; this provides significant ethical and cost benefits. In a subsequent session, they observe the setting up of this complex preparation in an anaesthetised animal, participating again via delegated authority. They also visit our Industrial collaborator, Covance, observing a diverse range of integrative studies, particularly in larger species. Finally, they have to integrate all they have learnt into an end of module essay in which they discuss the role of integrative techniques in modern biomedical research. Feedback on this module is excellent. More importantly, significant numbers of students go on to undertake in-vivo PhD studentships or utilise such techniques in industry