This PhD study explores the long-recognized challenge of integrating social science knowledge into NRM public involvement practice theoretically and empirically. Theoretically, the study draws on research from adult learning, continuing rofessional education and professional knowledge development to better understand how social science knowledge can benefit NRM public involvement practice. Empirically, the study explores the potential of NRM continuing professional education as a means for introducing social science knowledge to public NRM professionals. The study finds social science knowledge can be of value to NRM public involvement prospectively and retrospectively; and that continuing professional education can be an effective means to introducing social science knowledge to public NRM professionals. In the design of NRM continuing professional education focused on social science knowledge for public involvement practice the study suggests the development of an eclectic mix of social science knowledge for public NRM professionals to work with interpretively; and linking public NRM professionals’ practice-derived informal theories with the social science knowledge being introduced. While NRM continuing professional education is found to be a useful means for introducing social science knowledge to public NRM professionals the study also cautions that education is not a panacea for addressing all the public involvement challenges NRM professionals face.