This article addresses the logistics of implementing projects in an undergraduate mathematics class and is intended both for new instructors and for instructors who have had negative experiences implementing projects in the past. Project implementation is given for both lower- and upper-division mathematics courses with an emphasis on mathematical modeling and data collection. Projects provide tangible connections to course content, which can motivate students to learn at a deeper level. Logistical pitfalls and insights are highlighted, as well as descriptions of several key implementation resources. Effective assessment tools, which allowed a smooth adjustment to student feedback, are demonstrated for a sample class. As I smoothed the transition into each project and guided students through the use of the technology, their negative feedback on projects decreased and more students noted how the projects had enhanced their understanding of the course topics. Best practices learned over the years are given, along with project summaries and sample topics. These projects were implemented at a small liberal arts university, but advice is given to extend them to larger classes for broader use.