Teaching evidence-based medicine (EBM) is best done when it is integrated throughout the curriculum and applicable to patients’ clinical problems. Too much emphasis on detailed statistical analysis, like two-by-two tables, risks alienating residents from embracing the more general concepts of EBM. Concepts essential to EBM should be introduced through interactive sessions or scenarios without requiring mathematical calculations. Once mathematical concepts are introduced, opportunities to practice should occur soon and longitudinally. Concepts and estimates, not strict math, are directly applicable in the examination room and can be modeled. Recurring elements of the curriculum should deliberately explore EBM concepts. Developing and maintaining a culture of EBM requires educated faculty and a shared mental model with residents and other learners.