Graduate programmes in instructional design/educational technology are, by their nature, continuously being updated and improved. As a most recent iteration of the ever-evolving graduate experience, an experimental programme at Pennsylvania State University's Instructional Systems programme takes as its centerpiece a research apprenticeship in which graduate students work directly with their advisors in research teams as part of a credit-bearing coursework. This paper reports the results of an evaluation to examine the uses and the effectiveness of the research apprenticeship from both faculty and staff perspectives. The findings indicate that the course enjoyed a great degree of flexibility and allowed faculty to integrate a number of different approaches and activities into this course and to account for extensive mentoring of graduate students through the credit-bearing apprenticeship. Students indicated that the course gave them much more equitable access to mentoring for publications and presentations and opportunities to engage in scholarly activities throughout their apprenticeship. Suggestions for programmes seeking to employ an apprenticeship approach were drawn along with future research directions.