PROFESSORS WHO INCLUDE THEIR STUDENTS as subjects in classroom-based research projects typically must submit to a review by their university's research ethics committee (REC) even in cases which present only minimal risks, and when the investigation is intended for evaluation of teaching approaches only, and not for publication. Results of a web-based survey with 378 respondents indicate that the perceived costs of the review process may outweigh the perceived benefits to subjects. A logistic regression analysis identifies the time it takes to complete the review application, the time it takes to receive a response, and the necessity of revising a project as significant factors in respondents viewing the REC process as a barrier to research. Instituting policies of expedited review for minimal-risk classroom research and exempting evaluations that are not to be published, both of which are permitted under the current regulations, would decrease burdens on both researchers and REC members, and foster improvement of teaching.