Having spent many years in registration and records, the authors of this article write that they often are struck by the number of higher education professionals with advanced degrees who choose not to contribute to the literature. Registrars and admissions officers know student data better than any others on campus. Often considered the hub of campus knowledge, they create hundreds of reports annually, meet with students to discuss a broad range of academic and policy related issues, teach classes, advise and recruit students. Not only do they have a responsibility to contribute to the literature, but they also have the potential to elevate faculty members' perceptions of their work, highlight the role of their offices in the scholarly literature, and provide a sense of professional and personal accomplishment as a result of conducting and publishing research. In a effort to find creative ways to engage student workers, the authors realized they were well positioned to help conduct higher education research. This article describes Elon University's effort to leverage student workers in the registrar's office to set new standards for student office workers that encouraged them to help develop new research ideas, write annotated bibliographies, utilize qualitative and quantitative methodologies, obtain Institutional Review Board approval, interview participants, and structure findings into publishable papers. Changing the job title of office workers to "Student/Research Assistant" clarified that conducting research was an expectation for student employment in the office. To maximize the value of the students' research responsibilities, the office seeks to provide a variety of opportunities for student/research assistants' professional and personal growth. In the past two years, Elon students employed by the registrar's office have co-authored eleven peer-reviewed publications and multiple newsletter articles. They have also presented their work on campus and at various regional and national conferences.