Undergraduate social science research methods courses tend to have higher than average rates of failure and withdrawal. Lack of success in these courses impedes students' progression through their degree programs and negatively impacts institutional retention and graduation rates. Grounded in adult learning theory, this mixed methods study examines the factors that influence student achievement in these courses among a sample of 724 social science students. Quantitative results indicate math self-concept, the belief that being good at math is necessary for success in the course; anxiety; attributions of course utility; learning approach; and GPA predict perceived learning. Qualitative results suggest students' research self-concepts shape whether they take a deep learning approach (leaning in) or a surface learning approach (resistance) to the course. Course instructors also impact students' perceptions of learning.