This paper is an analysis of a teacher training course for consumer education. In this semester-long course, 24 second-year university students received lectures, created teaching materials, and gave presentations. Feedback indicated that students found several parts of the course memorable, including lectures from visiting professors, presentations, and the teaching material creation process. By the end of the semester, many students realized that the goals of a consumer education course could be to increase knowledge as well as develop practical skills. Comments also revealed that students wished to give both individual and group feedback at the end of the course, and that increasing student-led activities earlier in the course might increase long-term retention.