Undergraduate students (N = 47), enrolled in 2 separate psychology research methods classes, evaluated a power analysis lab demonstration and homework assignment. Students attended 1 of 2 lectures that included a basic introduction to power analysis and sample size analysis. One lecture included a demonstration of how to use a computer-based power analysis calculator, whereas the other lecture did not. Students then completed a homework assignment (with or without the power analysis calculator). Compared to students who did not use the power analysis calculator, students who did reported that the lab and homework assignment increased their understanding of power analysis and increased their overall level of interest in their research projects. These students also recommended using the lab in future courses. (Contains 1 figure and 1 table.)