In the undergraduate biology laboratory, many freshmen are apathetic towards the content of the course. Curriculum based reader's theater (CRBT) is an instructional method that can increase interest the students in the content of the course while improving student communication, collaboration and understanding. This research is an examination of the student's attitudes about participating in a non-traditional teaching method such as CRBT in a biology laboratory setting. A reflection document was given to the students before and after their experience with the CRBT in the biology laboratory to determine the attitudes of the students about the experience with this novel instructional method. Qualitative methods were used to code and examine the student reflections along with three other data sources. Most of the students were initially positive about performing a reader's theater as a part of the biology lab, while 81 % of the students who had originally negative perceptions of the reader's theater, changed their perceptions from negative to positive after the reader's theater experience. The findings of this research indicate that students respond positively to the use of curriculum based reader's theater in a biology laboratory as an alternative instructional method.