We examined the effects of documenting observations with digital imaging versus hand drawing in inquiry-based college biodiversity labs. Plant biodiversity labs were divided into two treatments, digital imaging (N = 221) and hand drawing (N = 238). Graduate-student teaching assistants (N = 24) taught one class in each treatment. Assessments revealed that imaging relative to drawing had a significant negative effect on the lower order content students included in their lab reports, student perceptions of the lab overall, the time efficiency of their learning experience and perceived excitement. Documentation style had no significant influence on lower-order or higher-order learning or attitudes towards biology as a discipline. Contrary to overall trends, observations indicated that a proportion of students were excited and motivated by digital imaging. A mixed model of allowing students the choice of documenting observations with digital imaging or drawing may be the best model.