Preservice teachers enrolled in the first portion of an undergraduate education program at the Florida State University were assigned to develop case studies based on their experience working in local elementary schools. The case studies were to include research from the scholarly literature of the field using a rubric developed by the instructor for evaluating sources. After inadequate results were recorded from the initial semester's projects, the course instructor paired with a liaison librarian to provide a workshop to improve the use of scholarly resources in the following semester's class. This article reports on a citation analysis of student bibliographies from the two classes, finding that the number of scholarly resources cited increased significantly when the librarian's presentation accompanied the use of the instructor's rubric. The results affirm earlier research that a combination of library instruction and clear faculty-established guidelines and requirements for the use of scholarly resources results in increased quality of student research.