This paper reports on an investigation into the effectiveness of teaching research methods in library and information science (LIS). A review of the literature revealed that the LIS community is engaged in a continuing debate about the most effective means for teaching research methods courses in master's-level LIS programs. Many LIS master's students enter their programs lacking backgrounds in social science research, and many exhibit skepticism about the need for LIS practitioners to understand and engage in research. The small research project described in this paper was designed to contribute to this discussion by exploring how several different iterations of the final project implemented in a research methods course at the University of Rhode Island's (URI) LIS program contributed both to student retention of learning outcomes after completing the course and to the graduates' views of research and their engagement with research as practitioners. The authors developed a survey consisting of 20 closed-ended questions in single and matrix formats, covering three categories: respondents' experience with the course, their current use of research, and their opinion of research. The findings show promise for further research in the pedagogy of LIS research methods courses. Respondents demonstrated achievement and retention of course learning objectives and a generally positive attitude toward research.