This paper argues that capstone courses in economics should be integrative experiences that require students to demonstrate six core proficiencies. The capstone economics senior seminar at Illinois Wesleyan University is used as an example of how a capstone course that requires completion of an original research paper might achieve these proficiencies. Also, carefully designed co-curricular activities, such as student-edited undergraduate journals, and participation in undergraduate research conferences are recommended as complements to capstone research courses. (Contains 1 figure.)