This paper addresses the question of whether there are significant differences among students in five certification areas in their attitudes toward educational research and their achievement in educational research coursework. Seventy-nine students of five certification areas in five graduate sections of educational research taught by the same instructor were administered the Attitudes toward Educational Research Scale (ATERS) at the end of the quarter. All students took the same course examination. There were no significant differences in mean scores of students enrolled in the five certification areas in attitude, achievement, or on selected items from the ATERS. This study provides empirical support for the practice of having a generic course in educational research, one designed to meet the needs of any student enrolled in any graduate program in education. (Author/PN)