Research education among undergraduate social work students is essential for the scientific development of the field. This articles presents the findings of a qualitative study conducted in the framework of an innovative educational project at a Spanish university using a sociocultural constructivist approach. Resistance and attraction to research education with a gender perspective are analyzed through the self-reflections of 129 students. Resistance arises from insufficient knowledge, fear, the effort involved in learning to do research, and its perceived uselessness. However, attraction increases due to the competencies acquired and the career opportunities research education provides. To better link theory, research, and action in social work programs, it is necessary to engage students in assessing their learning outcomes and revise teaching methods.