This article addresses research preparation for graduate students. A major assumption is that preparation needs to be differentiated based on a student's goals. Since this is a personal proposal for research preparation, based on experience and the literature, I begin the article providing my perspective since that frames what follows. The next section presents a framework for research preparation, with many facets that can be addressed through courses and other non-course-related methods. I pay particular emphasis to the introductory research methods course and suggest that it should focus on reading, understanding, and critiquing research, not on preparation to conduct research. The final major section of the paper focuses on the recommendations of the Spencer Foundation Task Force for Preparing Educational Researchers (2009), which provide a comprehensive lens for preparing aspiring researchers. (Contains 2 tables, 1 figure, and 3 notes.)