During the fall quarter 1972, a total competency-based educational research course was offered at Florida International University. At that time, the course was characterized by prescribed competencies, criterion-referenced evaluation, the absence of tests, credit-no credit grading, self pacing, unlimited recycling to criterion, and individual feedback. During the past three and one-half years the course content has remained relatively stable, but course procedures have changed. Most of the changes have been in the area of student evaluation and have been based on student performance data, student and instructor feedback, and the results of experimental research conducted within the course. It has now been determined that (1) prespecified competencies and criterion-referenced evaluation are essential and desirable components of a competency-based research course; (2) testing of subcompetencies is apparently essential in order to assure comprehension of prerequisite knowledge; (3) credit-no credit grading is unacceptable on both philosophical and practical grounds to students, instructors, employers, and graduate schools; (4) self pacing is detrimental to both students and instructors; and (5) unlimited recycling is inefficient and unproductive, even when accompanied by intensive, individualized feedback. (RC)