A transcript analysis by Freng, Webber, Blatter, Wing, and Scott found that methodology course performance and enrollment timing predicted grade point average in advanced psychology courses. The present study attempted to replicate and extend Freng et al. by using a larger sample and controlling for additional variables (methodology course anxiety, viewing psychology as a science, and conscientiousness). Although methodology grades continued to predict upper division psychology performance, enrollment timing failed to replicate as a significant predictor. However, multiple follow-up analyses indicated a more nuanced story, whereby performance in, and enrollment timing of, research methods predicted upper division psychology performance. Therefore, the present study strengthens the case that comprehension of, and earlier exposure to, research methods may benefit psychology majors.