The teaching of research design and data analysis to our graduate students has been a persistent problem. A course is described in which students, early in their graduate training, obtain extensive practice in designing experiments and interpreting data. Lecture-discussions on the essentials of biostatistics are given, and then these essentials are repeatedly reviewed by illustrating their applications and misapplications in numerous research design problems. Students critique these designs and prepare similar problems for peer evaluation. In most problems the treatments are confounded by extraneous variables, proper controls may be absent, or data analysis may be incorrect. For each problem, students must decide whether the researchers' conclusions are valid and, if not, must identify a fatal experimental flaw. Students learn that an experiment is a well-conceived plan for data collection, analysis, and interpretation. They enjoy the interactive evaluations of research designs and appreciate the repetitive review of common flaws in different experiments. They also benefit from their practice in scientific writing and in critically evaluating their peers' designs.AM. J. PHYSIOL. 277 (ADV. PHYSIOL. EDUC. 22): S111-S118, 1999.