This study assessed the validity and reliability of the Meyer, Shanahan, and Laugksch's Conceptions of Research Inventory using data collected from 227 undergraduate hotel management students in the Netherlands. The results of a series of exploratory and confirmatory factor analyses showed substantial empirical support for the five-factor structure of the scale and for the majority of items used to measure each of the five conceptions. Furthermore, analyses of variances and "K"-means cluster analyses revealed significant differences among students of three study years in two of the five research conceptions (i.e., Misconceptions and Problem-Solving), suggesting that undergraduates' research conceptions evolve as they progress through the curriculum. Theoretical and practical implications of the findings are discussed.