Many political science departments offer, and increasing numbers ofthem require, undergraduate research methods courses. At the sametime, studies cite high levels of student anxiety about suchcourses. Utilizing survey data from both students who take andfaculty who teach methods, we conduct an analysis that compares thebarriers students and faculty independently perceive. Next, we shareresults from our own exploratory assessment technique, whichevaluates our success in increasing student confidence with regardto conducting research. Finally, we present specific exercises andassignments which can serve as solutions to student barriers. Weargue that conscious reflection as to where students lack confidenceand assessment of our efforts allows instructors to approachteaching methods more effectively.