Do males and females differ as to performance in a graduate-level research class? To investigate this question, the study compared test scores before and after a graduate-level advanced research class, by sex. The six classes that were the focus of this study were offered in the fall 2001, spring and fall 2002 and 2003, and spring 2004 terms under the same instructor. All sections incorporated article critiques, a critique-based exam, and an oral presentation of a grant application completed by the student. The critiques and grant application were included to provide the students with opportunities to apply the research knowledge they had acquired from their basic research courses. There were 83 participants for whom there was complete information, comprising 53 females (64%) and 30 males (36%). Multiple-choice pretests and posttests on fundamental research topics were administered. A thirty-item posttest yielded a somewhat low Cronbach's alpha of 0.53. Comparison on the pretest scores by sex yielded no statistically significant differences so a two-sample t-test was run on the posttest scores. The assumptions of normality and homoscedasticity were verified by the Omnibus Normality of Residuals and Modified-Levene Equal-Variance tests, but random selection was not possible since students cannot be randomly assigned to classes at this level. The t-test indicated that the null hypothesis of no difference between the posttest scores for the males and females could not be rejected at the 0.05 level (t=0.80, p=0.43). The effect size, d=0.18, was relatively small (Cohen). The Mann-Whitney U test agreed (Z=0.68, p=0.50). It is concluded, then, that there were no practical differences between males and females as to their test scores, suggesting that there are no particular academic benefits for one sex over the other in these graduate research classes. Sample Test Reports and Course information and schedule are included. (Contains 10 figures.)