This action research study involves two cycles of investigation of Research Day an event at the end of each semester where doctoral students share their latest cycle of action research focused on a problem of practice they are facing. The study sought to understand students' perspectives of Research Day in terms of its instructional intention, how they prepared, and their suggestions as to improvement, so that informed decisions could be made about how to make improvements in this pedagogical approach. Data were gathered with two questionnaires and a focus group and analyzed with a constant comparative approach. Results indicate that Research Day is signature pedagogy because it encouraged hard work and afforded students an opportunity to benchmark where they were as researchers. Suggestions are made for college teachers.