Educating our future psychologists requires strong emphasis on academic professional behaviours, attitudes and skills throughout their training. This chapter presents our experiences with redesigning, teaching and coordinating two first-year psychology courses within a large (600 + students) psychology programme in The Netherlands. These courses employ a unique blended-learning approach and focus on the development of students’ professional academic attitudes, behaviours and skills in psychological practice. Students first learn to work and think methodically according to the empirical cycle, and to approach situations from psychological practice as a scientist-practitioner. Subsequently, training focuses on practical skill development, including conversational skills, psychological assessment and reporting skills, and feedback and self-reflection skills. We share our evidence-informed, design-based research approach to course innovation, redesign and evaluation. We also discuss the students’ learning process and our engagement in teacher professionalisation.