Despite interest in the impact of undergraduate research on student development in higher education literature, there has not been much work done on the relationship between participation in undergraduate research and the development of political science students. This paper assesses the relationship between student participation in collaborative research projects with faculty and student learning (operationalized in terms of scores on the major field aptitude test [MFAT] in political science) and the likelihood of entrance into professional or graduate school. The paper outlines the basic features of the undergraduate political science major at Truman State University (Missouri), highlighting how research is generally integrated into the program. It is found that participation in collaborative research with faculty, in general, is associated with improved student learning in political science and a greater likelihood that students will proceed on to graduate/professional school. (Contains 30 references, 5 tables, and 4 notes.) (Author/BT)