The current investigation tested the effectiveness of an online student research project designed to supplement traditional methods (e.g., lectures, discussions, and assigned readings) of teaching research methods in a large-enrollment Introduction to Psychology course. Over the course of the semester, students completed seven assignments, each representing a stage of the research process. Students formed hypotheses, tested their hypotheses using data from the class, interpreted their results, generated future directions, created PowerPoint slides summarizing their projects, and presented their results in a poster session. We found support for the hypothesis that the research methods intervention would lead to better performance on a research methods quiz compared to students in a nonintervention section taught by the same instructor. This intervention demonstrated that it is feasible to use project-oriented active-learning techniques to foster understanding of research methods in large classes.