This case study explores the lived experiences of two graduate students and two university instructors in a course-based qualitative research project. The course design was a research methods course that focused on qualitative research and analysis and provided a vehicle for the instructors to reflect on their experiences and the students' experience of the cognitive and affective demands implicit in the assigned tasks. Findings indicate that development of student research skills is enhanced through student engagement in a real-world research project. This authentic learning experience, although stressful and overwhelming within the timelines of the course schedule, was instrumental in assisting the students to believe they could move forward with greater independence as researchers.
