The interest in undergraduate research as a “touchstone” for the integration of research and education (Bauer & Bennett, 2003, p. 212) has led to a large number of programs and models supported by a variety of public and private sources (Seymour, Hunter, Laursen, & DeAntoni, 2004). Assessments have examined students’ progress toward advanced degrees, clarification of career path decisions, understanding of research-associated skills or attitudes, and access to research (Denofrio, Russell, Lopato, & Lu, 2007; Frantz, De Haan, Demetrikopoulos, & Carruth, 2006; Hunter, Laursen, & Seymour, 2006; Hurtado, Eagan, Cabrera, Lin, Park, & Lopez, 2008; Ishiyama, 2002; Lopatto, 2004; Russell, Hancock, & McCullough, 2007; Seymour et al., 2004). This study examines the benefits, outcomes, and goals for undergraduate research across disciplinary area, academic class standing, gender, ethnicity, and previous research experience.