This study examined changes in baccalaureate nursing students' attitudes toward and knowledge about research, following completion of a research course. The teaching methods used in the course included having students critique research articles, complete objective examinations, and work in small groups to develop research proposals. The sample of 54 students completed a pretest and two post-tests measuring research knowledge, and a pretest and one post-test measuring research attitudes. The pretest was administered at the beginning of the research course, and the first post-test was administered at the end of the course. The second post-test was administered during the students' last semester in the nursing programme. Students reported more positive attitudes toward research at the end of the programme than at the beginning of the course. Knowledge scores were significantly higher at the end of the course than at the beginning of the course or at the end of the programme. There was no differences in knowledge scores on the pretest and on the second post-test. The findings raise questions about the effectiveness of traditional research curricula in preparing baccalaureate nursing students to be competent research consumers.