The purpose of the paper is to describe and analyse efforts to integrate research into teaching in a postgraduate degree program in real estate management. The long term goals of the changes were to increase graduation rates as well as the quality of dissertations. In order to validate our findings, the data for this paper emanate from a three main sources, namely; students' course evaluations, students' grades and a qualitative assessment of the students' thesis proposals made by senior lecturers. The results show that the first cohort of students found it stressful when individual research writing was introduced towards the end of their studies. With a more gradual and earlier introduction of writing in a series of courses in the program, coupled with changes in assessment tasks, the second cohort found individual research writing less stressful and more beneficial. Performance in the second cohort improved in appreciable ways.