This paper describes the redesign of an introductory graduate research methods course. The first phase improved curricular components and integrated inquiry-based strategies such as multiple levels of peer collaboration and assessment. The latter phase incorporated competency-based techniques. The emerging evidence from student success rates and course evaluation feedback indicated the updated design supports students’ ability to develop and apply the research knowledge and skills needed to be informed consumers of research. The current instructional design and development should be evaluated continuously with these and other sources of data.