This case study used qualitative and quantitative methods to investigate challenges of learning and teaching research methods by examining graduate students' use of collaborative technology (i.e., digital tools that enable collaboration and information seeking such as software and social media) and students' computer self-efficacy. We conducted virtual focus groups and surveyed graduate education students taking required research methodology courses in Klang Valley (Malaysia) and Florida (USA). A thematic analysis showed learning research methods evoked emotions for students, students used collaborative technology for learning primarily at one university, and students needed support to access online literature and data sources. Survey results indicated that all students, however, had high levels of computer self-efficacy. Overall results showed that Malaysian women had the strongest computer self-efficacy belief. Our study suggests that collaborative technology for learning and teaching research methods may be underutilized to engage student learning and that faculty responsible for teaching methods courses need to be aware of the emotional side of learning and offer supports, such as collaborative technology, to connect students.