Eighty-six North Georgia College students in four graduate sections of educational research taught by the same instructor were administered the Attitudes toward Educational Research Scale at the beginning and the end of the quarter. Attitude posttest scores were significantly higher than pretest scores. Undergraduate grade point averages (GPAs), entering graduate GPAs, and weighted common National Teacher Examination (NTE) scores were also obtained for the students. NTE scores were the single best predictor of achievement in the course, and both undergraduate and graduate GPAs were also significant predictors of achievement. Educational research attitude scores were not significantly related to scores on the achievement tests. (Author/PN)