Colleges and universities have long emphasized undergraduate research experiences as valuable activities for students. Collegiate honors programs in particular have embraced the role of student research as an integral experience for high-ability students, leading the way in developing the thesis-based model of undergraduate research that is increasingly common in institutions of higher learning. However, one difficulty in getting honors students involved in research, particularly early in their years at college, is that they misunderstand what research entails or see it only as the province of laboratory-based science majors. Since the spring of 2012, the Minnesota State University, Mankato Honors Program has partnered with the Southern Minnesota Initiative Foundation (SMIF) to implement two separate approaches to developing honors students' research skills and broadening their understanding of the research process. Applied research opportunities for honors students were incorporated in two different settings: a course on research methods and an independent study research experience. Each approach was successful at building students' confidence in their research skills, giving them experience with applied research practices, and broadening their understanding of what constitutes research. This article describes the pros and cons of each approach and provides recommendations for how to form connections with community groups.