It is expected that most, if not all, graduate students will posses skills necessary for doing literature reviews. It is less clear how to teach these skills most effectively especially to students who are area novices and unfamiliar with review process. Systematic literature reviews offer a solid instructional framework which can be implemented across curriculum and offer an opportunity to teach course material differently so that student learn not just the literature review technique itself but also some segment of the course material. Our pilot study investigated issues related to practical implementation of systematic literature reviews in two classes, with different course lengths and purpose of review assignments. Our initial results are encouraging: students’ selfefficacy with respect to ability to do reviews improved and they think that this skill is useful. We have developed a new rubric for evaluation of final reports as well as weekly schedule of tasks.