Graduate students in online educational research courses participated in a questionnaire about bracketing practices. Exploratory factor analysis led to the result that student researchers followed three approaches to their work: a) engaging strengths, b) being neutral, and c) honoring feelings. In a descriptive analysis of means, we found that students most strongly agreed that their personal interests inspired their research, that they had been frustrated by a research project, and that they questioned what they knew before they began a study. These responses led to recommendations that bracketing be formally taught and that associated practices be included in distance research courses.