Involving undergraduate students in cognitive aging research requires extra efforts not associated with graduate assistants. However, if the researcher acknowledges the limited experience of undergraduates in structuring their participation, the rewards are copious for the students and researcher alike. This paper describes undergraduate student assistance in a research project supported by a National Institutes of Health Academic Research Enhancement Award grant. This is a funding mechanism tailored for 4-year teaching institutions that requires undergraduate involvement in all phases of the work. Descriptions of the researcher's institution, academic program, and student characteristics are given. Next, the recruitment and initial training of student assistants are explained. The training is tailored to provide all student assistants with a rigorous conceptual background in the research area, regardless of their ultimate responsibilities in the project. Various specializations within the project are then described, along with the student skills they require. Finally, the author reflects on this project as a growth experience of his own. Despite the special considerations needed to succeed in engaging undergraduates, the returns in the form of student growth are manifold.