Academic research institutions provide the formal training ground for developing reasoning and critical thinking skills embedded within the application of the scientific method. For many, this training includes instruction in the Responsible Conduct of Research (RCR) where trainees become acquainted with rules, regulations, professional codes, and standards of practice that influence research integrity. This qualitative case study examined an RCR instructional model developed for science graduate students preparing for cross-sector science professions (e.g., business, government, and nonprofit). The research questions explored how instructional content and process contribute to developing knowledge of practices that influence research integrity in the academic and corporate settings. The model was field tested in conjunction with a student internship experience involving a student intern, faculty Member; and employer as participants. The How People Learn (HPL) principles for design of effective learning environments and Malcolm Knowles' original four assumptions on andragogy formed the theoretical frameworks to guide examination of the course. Results indicate that core content typically associated with RCR (e.g., data management, conflict of interest, collaboration), combined with instruction that actively engages participants in the learning process through inquiry, discussion, and case based reasoning can facilitate learning about RCR and its application to a corporate setting. To advance this model for adoption within science graduate programs, research is needed to assess employer perceived value of ethics education as a component of employee professional development. The broader implications for RCR educators suggest adoption of the HPL framework as a tool to guide examination of existing RCR instruction for alignment with theories of human learning supported by research.