This article is an exploratory study of graduate-level instruction on research designs and methods for pre-service school librarians (PSSLs). Using a focus group of one cohort of PSSLs, we examine students\u27 perceptions of understanding research methods, course content and delivery, and self-reported application of new knowledge from a sequence of two graduate research courses in a Master\u27s degree program. Findings indicate increased appreciation and understanding of the research process among participants and the ability to integrate the research findings of others into their own practice, while also indicating little or no confidence in their own abilities to conduct research in their new positions as school librarians or report on their findings to others. Findings point to opportunities to improve instruction through intellectual accessibility, focusing on action research for the practitioner, and scaffolding learning throughout the graduate program
