The teaching of the social and behavioral sciences as disciplines within the education and training of health care professionals is a relatively new phenomenon in the United Kingdom. The push for their inclusion in medical, nursing, midwifery and radiography curricula is a consequence of major changes in the system and service of health care in Britain, which lent a greater urgency to the professionalization of these occupations. This, in turn, called for professional and educational validating bodies to fundamentally reorganize courses, to raise their academic level, and to encourage widespread research into learning styles, continuing professional development, and alternative educational delivery modes such as open and distance learning. In teaching sociology across a range of newly developed health care courses we have had to consider the dynamics of United Kingdom health care education that prompted their development. This paper is based on our experiences in designing, implementing, and evaluating such courses.