Educational institutions face challenges of bridging gaps between teaching, research, and practice to ensure that students' knowledge and competencies are current and relevant to practitioner communities. Research apprenticeship is a student research model that supports students in becoming knowledgeable and competent members of the IS research community of practice. In this paper, I present the model and a survey among IS graduates to evaluate their learning outcomes based on the Researcher Development Framework. Responses are analyzed based on the concepts of "legitimate peripheral participation" and "community of practice." Results show that the model supports students in becoming legitimate members of the IS research community of practice and acquiring domain knowledge and competencies that IS practitioners value. The model thereby helps to reduce the practice-research gap. I discuss the implications and provide suggestions for both educators and practitioners.