<p>College research skills are necessary for student achievement and retention across disciplines. Without prerequisite skills, the results can be lowered GPA, self-efficacy and increased attrition. With support, students can meet expectations and gain increased self-efficacy. This study explored the relationship of participation in a rigorous, semester-long first-year seminar on first-time students’ perceived research skills and the connection of these skills to their academic self-efficacy at the end of the semester. Results suggested that perceived research skills (<i>n</i> = 205) significantly increased (<i>p</i> &lt; .001) for all student groups (e.g., first-generation, honors students) across the semester. Differences in perceived skills between first-generation students and non-first-generation students were also examined at the beginning and end of the semester. No significant differences were found suggesting the curriculum effectively served different student groups similarly. Additionally, academic self-efficacy was significantly correlated with perceived research skills including students’ beliefs that they would graduate (<i>p</i> = .002).</p>