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Abstract
The benefits of experimental archaeology have been outlined and discussed by many researchers in anthropological literature (see Binford and Sabloff 1982; Clark 2002; Raab and Goodyear 1984; Schiffer 2009). Yet, the frequency of courses focused exclusively on experimental archaeology in academia is seemingly incongruous. In this paper, I offer suggestions on how to teach replication experiments, qualifications requisite for implementing these methods in the classroom, and lessons learned from personal experience. I also discuss the role of replication experiments in creating better artifact analysts and anthropological theorists. As a case study, I discuss insights gained from teaching an ancient technology course between 2005 and 2007.