The development of research methodology competency is a major aim of the psychology curriculum at universities. Usually, three courses concentrating on basic statistics, advanced statistics and experimental methods, respectively, serve the achievement of this aim. However, this traditional curriculum-based course structure gives rise to the question whether an integrative research methodology competency is actually achieved or whether independent course-specific sub-competencies are established instead. To find out whether the course structure is favourable for the development of research methodology competency, items representing the contents of the three courses were applied to a sample of university students. Content validity was assured by a close relationship of the items with course contents and course tests. The investigation revealed a three-dimensional first-order structure in combination with a common second-order dimension. Differences between teaching teams and course temporal distance showed to have no influence. (Contains 4 tables and 2 figures.)