To say that there is a lack of student enthusiasm on the first day of Research Methods is an understatement. Research Methods begins each semester with two teaching goals: (1) lowering classroom anxiety; and (2) bolstering student enthusiasm for the course material by helping them identify its relation to their lives. The most powerful communicative tool at an instructor's disposal for creating a comfortable learning environment is immediacy. Instructional immediacy encompasses communicative behaviors displayed by instructors that increase psychological closeness with students. Over three decades of instructional communication research indicates that instructional immediacy is positively correlated with student learning and classroom motivation. This article discusses how to begin the semester with an engaging activity that introduces students to basic metatheoretical assumptions and help them find themselves in the world of research. To address the instructional challenges faced on the first day of class, this article proposes an activity that advocates spending the second day of class in Research Methods or Theory briefly introducing Post-Positivism and Interpretivism. Instructors should note that regardless of whether this activity is used in methods or theory, it is beneficial to students when instructors of both classes collaborate such that there is an overlap in research vocabulary between courses.