Although stand-alone courses in experimental and quasi-experimental research design and in statistics have been a core feature of Canadian and U.S. undergraduate psychology curricula for decades, similar courses in qualitative inquiry are relatively rare. I present a reflexive account of the history and components of a stand-alone course in qualitative inquiry that I have taught at the undergraduate level for more than a decade and consider the arguments for and against adopting this model, particularly in relation to calls for abandoning the qualitative-quantitative distinction and for integrating content domains and research training. I then present a skeletal outline of a restructured undergraduate psychology curriculum that might mitigate the "othering" of qualitative inquiry in our discipline and take up a few of the conceptual, pragmatic, and political issues related to its implementation.