One of the most challenging courses for communication educators to teach is research methods. Because students can be apprehensive about statistics, they sometimes approach the methods class as something to ÒsurviveÓ for a semester. This essay offers suggestions for making the research course a more meaningful experience for students, such that they can apply what they learn to situations beyond the classroom. The article addresses the importance of theory for guiding academic research projects and offers a series of additional learning points for methods instructors to consider.