This study explores race as a potential predictor of research methods anxiety among a sample of undergraduates. While differences in academic achievement based on race and ethnicity have been well documented, few studies have examined racial differences in anxiety with regard to specific subject matter in undergraduate curricula. This exploratory study analyzes racial differences in research methods anxiety, and explores possible reasons for this disparity. The author also addresses the implications of the findings for classroom interaction techniques that minimize anxiety for all students, but particularly for students of color.