To date, family scientists have not examined the processes and outcomes of research training. In this study, we present a potential way in which the research-practice gap is sustained by our current forms of research education, and we suggest two improvements. First, graduate and undergraduate programs should improve assessment of their research training. Second, experience with research should be integrated into undergraduate family studies programs, preferably in a capstone research experience for all students. Toward these ends, we present a model of curriculum organization and assessment data across 3 years. Assessment indicated that undergraduate students confidence and skills changed over the course of their education. These results suggest that graduate and undergraduate family studies programs could benefit from defining outcomes and investigating processes of research education for all students.