The challenge of teaching Research Methods to frequently unwilling undergraduate psychologists has long been recognised. Whilst a number of studies have sought to investigate and address the barriers to its effective teaching, few have taken a quantitative approach and fewer still a longitudinal design in order to examine the efficacy of specified interventions. This study employed such a design, the sample consisting of three cohorts of first-year psychology students (N=286) over three consecutive years who were undertaking Research Methods as a compulsory module. Changes were implemented in both the delivery and assessment regime to facilitate a more engaging delivery of the material and greater consolidation of basic principles though iterative classroom techniques and the use of formative and summative assessments. A significant improvement in student marks, despite an increase in the difficulty of the assessments, was found with overall marks increasing by a whole grade band. Further analysis of the different assessed elements of the year-long module also demonstrated improved performance in each of the constituent parts. This study, therefore, extends the growing body of evidence-based literature on the use of effective teaching techniques and assessment regimes in a challenging area.