Objective: The purpose of this study was to examine feasibility of implementing Cogmed within a University-based outpatient training clinic following neuropsychological evaluation. Cogmed working memory training requires significant time commitment and supportive coaching. Closely supervised doctoral students may provide a potential avenue to provide Cogmed in training settings to augment services provided, reach lower income clients, and increase training opportunities for students. Method: Through a University-sponsored grant, the clinic offered Cogmed to families of youth with identified working memory deficits and financial limitations at reduced cost. Two closely trained graduate students provided coaching under the supervision of a qualified practitioner/faculty member. Feasibility and satisfaction ratings were collected from families over a 6 month period. Results: Youth easily forged strong working alliances with their student coach to problem-solve difficulties and increase motivation, and rated their coach as very helpful (Mean = 5; 1 to 5 scale). Youth were likely to choose weekly in-person sessions with the student coach over phone contact, and rated in-clinic sessions as helpful (Mean = 4.28). Parents reported in-clinic sessions to be easy (Mean = 8; 1 to 10 scale) and were highly satisfied with results (Mean = 10). Difficulty was encountered with timing, as families wanted to complete Cogmed over the summer when students often transition. Comprehensive knowledge of Cogmed theory and empirical literature were essential to trainee success. Conclusion: Feasibility of implementing Cogmed in a training clinic requires consideration of factors unique to student training. While “studentpower” is a tremendous resource aiding success, student turnover is inevitable and could impact vulnerable clients.