This article seeks to contribute to the evolving literature on the scholarship of teaching and learning. We do this by describing and then reflecting on what we have learned from a year-long freshman applied research seminar, "International Affairs Knowledge and U.S. Foreign Policy Opinions." After surveying the literature on public opinion and U.S. foreign policy and materials on survey research and design, the students devised, pretested, administered (to 1300+ undergraduates), analyzed a survey and presented their findings. To do this, we had to provide them, in an abbreviated time frame, survey design, basic statistics as well as statistical software and work with them on how to summarize and present their findings. Their paper (Arbitter et al., 2010), in which some of their findings from the survey accord with the preexisting literature and much of it go beyond that, is one way of assessing our course. But, in this article, we discuss the ways such a course can meet many of the challenges held out to us as educators by such bodies as the Association of American Colleges and Universities (AAC&U), especially if those following this path take advantage of the lessons we have learned. (Contains 14 notes.)