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The purpose of this study was to measure 1st- and 2nd-year students’ engagement as a result of a qualitative inquiry and field experiences with elders residing in an independent and assisted living retirement community. Undergraduate student research and field experiences are often introduced toward the completion of undergraduate students’ academics. The findings suggest discovery and further consideration to implement undergraduate research and field experiences at the beginning of students’ academic experiences in gerontology. Outcomes further suggest that early introduction of gerontological research and field experiences may assist in educating students about agism, potentially dissuading personal fears of their aging or apprehensions in working with elders. Optimal student engagement is evidenced through connectedness to learning, understanding of aging concepts through the lens of research, and enhanced learning metaphorically described as a woven gerontological tapestry. [ABSTRACT FROM AUTHOR]