Faculty often view teaching and research as competing priorities of which teaching is the less valuable (Bianchini, Whitney, Breton, & Hilton-Brown, 2001). The adversarial relationship between teaching and research stems from the assumption that the required skill sets for teaching and research are unrelated (Hattie & Marsh, 1996). However, this assumption has rarely been tested or empirically confirmed. This study reports quantitative data which suggest that teaching and research efforts can have mutually beneficial outcomes. STEM graduate students’ engaging in concurrent research and teaching experiences significantly improved their inquiry-oriented pedagogical skills over the course of an academic year and did so with significantly higher gains than participants in a comparison group who taught but did not also pursue research activities.