A primary objective of graduate education in STEM disciplines is the acquisition of research skills to support the production of scientific knowledge. Emerging research into the importance and impact of mentored writing experiences suggests that these interactions are important modes of socialization into students’ respective disciplines. This study quantitatively examines the impact of faculty-student coauthorship on the development of graduate students’ research skills over the course of an academic year. Results indicate that students who coauthored with faculty mentors were likely to develop significantly higher levels of research skills than students who did not. Also, less than half of the participants reported having such experiences, suggesting that increased emphasis on this practice amongst faculty could enhance graduate student learning outcomes.