A multi-year study investigated the impact of incorporating student-directed discovery projects into introductory statistics courses. Pilot instructors at institutions across the United States taught statistics implementing student-directed projects with the help of a common set of instructional materials designed to facilitate such projects. Researchers measured the impact of these projects on student learning and on students' attitudes and beliefs about statistics. Results of the quantitative analyses are shared, with subsequent discussion of their implications. Findings suggest that inclusion of student-directed research projects in introductory statistics can lead to greater statistics self-efficacy and improved statistical knowledge in specific domains. Additional analyses suggest that these student benefits may improve as their instructors gain more experience facilitating such projects.