The purpose of this study was to examine the effect of an authentic pedagogical (AP) task on measurements of student academic performance, student perceptions of pedagogical authenticity, and higher order thinking in undergraduate psychology courses. In this quasi-experimental design, comprehensive final exam scores, student ratings on the Authentic Pedagogy Survey, and ratings on the Reflective Learning Continuum inventory were compared for 188 subjects in ten paired online undergraduate psychology course sections offered through a mid-Atlantic college. Subjects in each of the paired course sections had identical lectures, course content, course requirements, class discussions, and instructor. Subjects in the experimental sections participated in an authentic pedagogical (AP) task in conjunction with regularly scheduled class exams. At the end of each course, subjects completed a final exam, Authentic Pedagogy Survey, and Reflective Learning Continuum inventory. It was hypothesized that subjects exposed to the AP task would score higher on measures of academic achievement as measured by scores on the final exam, would rate their perceptions of authenticity higher as measured by ratings on the Authentic Pedagogy Survey, and would score on measures of higher order thinking as indicated by scores on the Reflective Learning Continuum than would subjects who did not engage in the AP task. There were several important findings from this study. Although exposure to the AP task did not have a significant effect on academic performance, AP task exposure had a significant effect on measurements of higher order thinking and was a significant predictor of perceptions of authenticity. In an unexpected finding, a correlation between perceptions of authenticity as measured on the Authentic Pedagogy Survey rating and higher order thinking as measured on the Reflective Learning Continuum were found to be highly significant. It is thought that this study may be the first to demonstrate a relationship between perceptions of authenticity and measures of higher order thinking at the undergraduate level in psychology. The results of this study could have enormous impact on shaping teaching practices in undergraduate psychology courses in the immediate future and provide a basis for evaluating American Psychological Association recommendations for adopting authentic pedagogical practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]