Digital preservation is a craft, and craft is best honed and developed by working through issues in real world contexts. The course is now structured around a semester long project where each graduate student acts as a digital preservation consultant for a staff member at a small cultural heritage organization. The redesigned course blends face-to-face and online activities mediated through a public course blog. In this essay, I articulate my reasoning for this approach and discuss some of the resulting impacts and outcomes of choosing this approach for teaching digital preservation. The results suggest potential broad implications for simultaneously support continuing education for professionals in the field through project based learning opportunities for graduate students.