Given the emphasis placed on laboratory reform and student engagement in authentic science practice, this manuscript outlines the development of a hybrid project-based laboratory (HPBL) curriculum centered around specific instructor goals and provides examples on how those goals were met by the experiments and how the change in curriculum affected student's success in a quantitative analysis course. Investigating the GPAs of the course sections prior to and after implementation of the HPBL curriculum shows an increase in GPA above the more traditional curriculum, signaling greater understanding in quantitative analysis concepts from engagement in the HPBL activities.