This paper examines the complexities of working with student researchers in a virtual lab setting, logistics, and methods to resolve issues. To demonstrate the feasibility of a virtual lab, a mixed-methods study consisting of quantitative surveys and qualitative data examined changes in doctoral students' confidence as measured by research outcome expectations and changes in a self-assessment of research knowledge and skills test in a 3-quarter virtual psychology research lab. In the lab, 10 doctoral students conducted a faculty-designed project, analyzed data, and cowrote a literature review. Findings indicate lab students' research knowledge and research outcome expectations improved significantly over nonlab comparison students. Student journals provided qualitative evidence of the student experience in a virtual research lab. Students reported individual growth, self-learning, and appreciation of the shared group experience with a common goal. Students related that the application of skills learned in classes to a research setting was more difficult than anticipated.