The paper reports on a success story of an adjunct, a practitioner with excellent credentials, who “teamed-up” with a “full-time” faculty, in an attempt to bring-in the “practice” to 4^th year students in a geotechnical/foundation engineering class. The paper sheds light on this experience, and focuses on the contribution and effectiveness of the adjunct in: course planning, delivery of “practice-related” material, organizing activities and adjunct's ability in engaging students, in and outside the classroom. The positive outcome of this experience has lead other faculty members to follow the same path, i.e., by searching for practitioners - as adjunct faculty- to assist in bringing the practice into the classroom, in partnership with “full-time” faculty.