This article looks back over the past two decades to describe how teaching of undergraduate marketing research has (or has not) changed. Sweeping changes in technology and society have certainly affected how marketing research is designed and implemented--but how has this affected teaching of this important topic? Although the purpose of marketing research is still to better understand target customer needs, the tools are different now: customer data are typically collected using technology-based interfaces in place of such instruments as mailed, telephone, or in-person surveys. Observational techniques collect more data electronically rather than requiring a human recorder. Similarly, sampling has changed: sample frames are no longer widely used. Many of these changes are not yet fully discussed in marketing research courses. On the other hand, there is increasing interest in and availability of courses and programs in marketing data analytics, which teach specialized skills related to analysis and interpretation of electronic databases. Perhaps even more importantly, new technology-based tools permit greater automation of data collection and analysis, and presentation of findings. A critical gap is identified in this article; specifically, effort is needed to better integrate the perspectives of data collection and data analysis given current research conditions.