A number of graduate (masters-level) students from a wide variety of academic disciplines have viewed a required introductory research methodology course negatively. These students often do not retain much of the previously learned material, thus limiting their success of subsequent research and statistics courses. The purpose of this article is to briefly 1) describe the current lack of research interest and involvement among masters-level students and 2) propose three recommendations for faculty in order to reevaluate general instructional goals and objectives. The incorporation of these recommendations may facilitate student learning, and maximize student retention of previously learned materials in the introductory research methodology course.