A case study is presented of embedding research in a final year undergraduate, field-based, physical geography module. The approach is holistic, whereby research-based learning activities simulate the full life cycle of research from inception through to peer review and publication. The learning, teaching and assessment strategy emphasizes the progressive nature of knowledge and skills acquisition, facilitated through multiple opportunities for progressive, formative feedback. Students value the challenging yet rewarding nature of the module and engage with formative activities and peer review. The model presented demonstrates the value of peer review, fieldwork and research-based learning to facilitate progressive skills development and learner autonomy. (Contains 5 tables and 6 figures.)