Despite numerous calls for science education to be driven by authentic investigation, many laboratory experiences continue to consist of disconnected weekly units during which students carry out instructions that lead to some predetermined finding. This study developed and evaluated a pedagogical design for introductory biology labs where students designed, carried out, analyzed, and presented their own experiments. Each lab module was 3 weeks long, allowing students to complete the entire experimental process four times over the course of the semester. Assessment of the pedagogy included pre- and post-surveys, video analysis of group work, exit interviews, analysis of changes in lab reports across the semester, and instructor observations. Students rated their lab experiences highly, became more confident in using scientific process, and improved in terms of scientific process and scientific reasoning. Students also learned science content, though the content varied from student to student. The pedagogical design presented here is relatively time efficient to implement and maintain, and with subtle adjustments could be transferred to other courses and disciplines.