Counseling professionals' and counseling psychology students' interest in performing research seems to be waning. Identifying the impediments to graduate students' interest and participation in research is important if systematic efforts to engage them in research are to succeed. The Research Self-Efficacy Scale (RSES) was designed to measure self-efficacy beliefs regarding one's ability to successfully perform various research-related behaviors. This study examined four factors of the RSES: (1) Conceptualization; (2) Early Stages; (3) Presenting the Results; and (4) Implementation. Doctoral students (n=177) from a large mid-eastern university, representing a broad range of disciplines, were asked first to provide some background information and then rate their interest in research on the RSES. Results indicate that the RSES appears to have a coherent factor structure and thus has potential usefulness for understanding students' beliefs regarding their ability to complete various research tasks. Reliable measures of research self-efficacy beliefs may help predict a subject's involvement in research as a professional. The RSES may also be useful in pinpointing students' weak areas and thus help graduate programs develop research training curricula. Included in this study are two tables summarizing the study's statistical analyses. (RJM)