This essay concerns the methods I use in my 300-level Shakespeare course at Winthrop University to foster research worthy of frequent conference presentation and occasional publication. In short, my approach is to provide suitable topics and to require multiple stages in the composition and research process. The results, I have discovered, are sometimes phenomenal and clearly superior to the work students did when I first taught the course at Winthrop. I begin, therefore, by contrasting the first version of my Shakespeare course with my more recent efforts.