Purpose: To apply Slavin's model of effective instruction to teaching research methods to master's-level students. Methods: Barriers to the scientist-practitioner model (student research experience, confidence, and utility value pertaining to research methods as well as faculty research and pedagogical incompetencies) are discussed. Results: The barriers listed earlier are ameliorated by Slavin's 4 elements of competent instruction (quality of instruction, appropriate level of instruction, incentive, and time). Conclusions: For each component and barrier listed earlier, practical steps are discussed for how to ensure effective teaching for faculty teaching research methods to master's-level students.