Value-added learning dimensions resulting from the use of an integrative model for graduate student research skill development are shared by two student researchers, who used virtual teaming in a 10-week online statistics summer course. The researchers collected original data and conducted quantitative and qualitative research. The problems associated with distance education are analyzed. Serendipitous outcomes of this experience and implications from the perspectives of the graduate student researchers and their academic program advisor are discussed. (Contains 2 figures.) [For complete proceedings, see ED491481.]