This preliminary research report offers readers an example of pedagogical research within the context of an educational psychology course. The research questions dealt with: (1) the effectiveness of a course pre-requisite, (2) the value of a class attendance policy, and (3) early indicators in the course of success or failure. Previous psychological knowledge (pre-course knowledge) as measured by a quiz at the first class session was found to be significantly correlated to exam performance (11% of variance explained) suggesting the existing course pre-requisite was functioning properly. Class attendance (% of classes attended) was consistently found to be a predictor of exam performance in the course (14% explained variance). Thus, the current class attendance policy was deemed to be useful and worthy of continuation. Student performance on the first major multiple-choice exam was found to be a powerful predictor of final class average at the end of the course (79% of variance explained). Therefore, the first major exam serves as an important benchmark for students in terms of confidence builder for early success or an early warning device for poor performance. The collective results reported here support the contention that research-based pedagogical findings can be useful in promoting reflective teaching and improved student learning. (Contains 2 tables.)