Students at the undergraduate university level, typically tend to view research-related courses negatively. These negative attitudes have been documented in numerous studies for a number of years, in relation to courses in research, statistics and mathematics Prior research studies have found that negative attitudes towards a course has been found to explain individual differences in learning . In turn, these attitudes influence the amount of effort one is willing to expend on learning the subject, which also influence the selection of more advanced courses in similar areas beyond those of minimum requirements. Therefore, assessing ones' student's attitudes towards a research methods course is important in order to enable instructors to develop instructional techniques leading to more positive attitudes towards the subject, as well as help their students cope. The identification of the factors that form the structure of the student attitudes towards a research methods course may bear important theoretical and practical implications, especially due to the fact that this has never been examined before. Therefore, the central aims of this study are to explore the multidimensional factor structure of the "Attitudes Towards Research" scale (ATR) and to examine its psychometric properties. The data for this study were collected from students who had completed a compulsory and introductory undergraduate course in 'Methodology of Educational Research' in a European University. This course was designed to prepare students to undertake a research project related to educational issues. The target population for this study were all students who had completed this course in a period of three years. The sample consisted of 226 students. Among them, 98 (43.4%) completed the survey questionnaire on the last day of their research methods course, while the remaining 56.6% also answered the questionnaire on the last day of the semester, although they had completed the course one to four semesters earlier. Of the total 226 students 15.6% were male and the remaining 84.4% were female. In addition, 36.9% of the sample were sophomores, 34.2% were juniors and 28.9% were seniors. For the purpose of examining the reliability of the ATR measure, Cronbach's alpha coefficient was used to measure the internal consistency of the items in the questionnaire. An initial examination of the entire test produced a reliability coefficient of 0.945. However, ATR items whose correlation coefficients with the total ATR scale score were neither significant nor greater than 0.40, were removed from the questionnaire. Responses of the remaining 41 items were factored using the principal components extraction method with a varimax rotation. Seven factors were extracted, accounting for 66.4% of the variance. It was decided to accept only those items with loadings greater that 0.50 as valid contributors to a factor, while factors with only one item, even with loadings greater that 0.50, were excluded from the final version of the questionnaire. Moreover when an item had two high loadings on two factors, the greater one was taken into account. Based on the above restrictions, 39 items in a seven-factor solution remained. The factors were named 'usefulness' of the research, 'anxiety', 'affect' toward research, 'relevant to life', 'difficulty', 'cognitive ability', and 'value'.