Undergraduate research is a way for students with minoritized racial identities to engage in a high-impact practice that increases their critical thinking, writing, and communication skills as well as their academic aspirations and retention (Bowman & Holmes, 2018). For racially minoritized students, the role of race is a critical component influencing their experiences. Several scholars have suggested that an effective and successful undergraduate research experience is tied to positive faculty mentorship (Byars-Winston et al., 2015; O'Donnell et al., 2015). Hankerson and Williams (2023) noted that a positive mentorship experience for racially minoritized students increased their self-efficacy and overall satisfaction with their college experience and increased their social and cultural capital. Morales et al. (2017) found that faculty who value increasing diversity within their disciplines were more likely to be interested in mentoring undergraduate students and that faculty of Color and women faculty were more likely to mentor undergraduates than their colleagues. Given this literature, the goal of the study was to examine the role of participating in undergraduate research on racially minoritized students' perceived gains in cognitive and work-related skills.