This study examines the efficacy of two innovative training methods used to teach beginning Motivational Interviewing (MI) skills to social work students in a child welfare training program. The two training methods tested include live supervision (LS), a small group experiential learning interaction with standardized client actors (SCAs), and in-the-moment guidance from a supervisor, and a coding learning method (CL), where students in a classroom setting are introduced to MI skill development via learning core MI concepts as identified in the Motivational Interviewing Treatment Integrity Coding Manual 4.2.1 .Comparison between these methods was enhanced with a randomized controlled trial design. Changes in MI knowledge, attitudes, and MI skill were assessed over three time points through self-report and observational measures. The study also evaluated participant satisfaction and efficiency of training methods via examination of educational resources required by each training method. After participating in pre-test measures, 17 student participants were randomized to receive either the LS or CL training. Both trainings provided 12 hours of MI training instruction over a period of two days. Students were assessed post-training, and at 5 months follow-up, after a semester of learning-as-usual. T-tests and ANOVAs were used to examine efficacy of training methods. Results show that both groups demonstrated an improvement in MI knowledge and attitudes from pre-test to follow-up. MI skill gain within groups varied for specific MI skills. There was no difference between groups in participant training satisfaction for 10 out of 13 satisfaction items. Participants in the LS group endorsed a higher level of satisfaction than the CL training participants for the remaining 3 training satisfaction items. The LS training method is more costly and requires more resources than the CL training method. Findings suggest participants in both groups were satisfied with the training experience, both training methods are effective for improving MI knowledge and attitudes, the LS training method requires more resources than the CL method, and training method effectiveness varied for specific MI skills. Implications for social work education, MI training, and future research are discussed. Keywords: motivational interviewing, social work education, standardized clients, live supervision, MITI coding, training methods