As a fundamental element of any psychology degree, the teaching and learning of research methods is repeatedly brought into sharp focus, and it is often regarded as a real challenge by undergraduate students. The reasons for this are complex, but frequently attributed to an aversion of maths. To gain a more detailed understanding of students' relationship with psychological research methods, the current study used small, semi-structured focus groups to explore the experience of undergraduate students at the end of their first year of study. Following a detailed thematic analysis of the interview texts, five overarching themes emerged: prior knowledge of research methods; personal engagement with the module; enabling access to learning; supportive learning content; and personal development. Insights gained from the findings are discussed, including possible helpful interventions, but overall the results suggest a more positive outlook than may have been expected.