Based on the affirmation in the scholarship of teaching and learning that adding research component into early geography classes is mutually beneficial to both instructors and students, this paper presents a case study that quantitatively articulates the effects of adding a research project into a first-year physical geography class on students' academic performance. Pushing research into earlier stages of undergraduate students' academics, even in large classes, can be very beneficial yet challenging because most students at this level have no experience in research; plus, they may still be adjusting to university life. Part of the Undergraduate Research Initiative called First Year Research Experience (FYRE) at the University of Saskatchewan in Canada invited faculty to embed a research component into first year undergraduate classes to align research and teaching. A two-year endeavour in a first year physical geography class resulted in some interesting outcomes. (1) The most challenging part of research for students was the research question formation. (2) Students valued the opportunity to conduct a research project. (3) Doing in-class research actually improved student performance as seen in the higher overall average grades. (4) Students who attained the highest exam marks were not those who attained the highest research project marks.