These are promising data but, on their own, are not enough to illuminate the active ingredients that would lead to an effective behavioral medicine learning experience in family medicine. Indeed, while behavioral science was incorporated into the earliest versions of family medicine residency train­ing, it varied widely in form and function (for a more com­prehensive description of this curricular evolution see the article outlining 50years of behavioral science contributions in family medicine [10]. Without a recipe, or set of standards dened by the literature or accrediting bodies, each program developed their own set of teaching objectives, depending on who was in the kitchen, and what utensils they had to work with. This left family physicians without a uniform approach and response to the biopsychosocial needs of their patients. In an effort to protect patients and enhance training for fam­ily physicians the AAFP and the Society for Teachers of Family Medicine (STFM) Task Force began developing a set of behavioral medicine core competencies in the late 1980s [11]. These evolved over the next 15years, under the pur­view of several entities (e.g., STFM, AAFP, ACGME, AHRQ). In 2008, a cohort of behavioral science faculty members, the Group on Behavioral Science, within STFM, dened a set of critically important elements for behavioral science curricula. These “Core Principles” were approved by the STFM Board of Directors in November 2008 and pub­lished in the STFM Messenger in February 2009 (See Fig.30.1).