The use of William Perry's (1970) model of cognitive development during the college years to restructure an abnormal psychology course is described. The model provides a framework for students and teachers to understand the confusion and frustration they sometimes experience. Perry proposed that students enter college with tacit epistemological theories that range from simplistic to mature. While Perry outlined nine positions in the model, these are grounded into four stages: dualism, multiplicity, contextual relativism, and commitment. Included are descriptions of assignments that students of abnormal psychology can choose to show their understanding of the idea that meaning and truth are relative. Information is also provided on an assignment that forces students to begin locating research relevant to their individual case studies. Assignments related to assessment and diagnosis are also presented, along with guidelines to help students prepare case analysis papers, and grading criteria for the student papers. A course syllabus is included. (SW)