Undergraduate research experiences are notionally high-impact practices, but studies of the influence of classroom research experiences on attitudes toward research show mixed results—while some courses improved attitudes, others resulted in less favorable attitudes after the research experience. Given that attitudes play a role in which students seek out and persist at research experiences, I place a variety of research methods experiences within a critical thinking skills framework. I then describe the use of a simple instrument developed to measure attitudes in two cases that are applicable to any program seeking to embed disciplinary scholarly inquiry in the classroom.