Modifying typical physiological laboratory protocols to not only teach, but also conduct authentic research aimed for scientific publications, is very engaging for students. However, there are caveats in conducting experiments in a reproducible manner within a teaching lab with multiple student-driven stations. One approach that appears to offer an authentic research experience while still providing reliable results is to conduct a series of experiments prior to the course to be taught, and have students in the course run the same experiments to compare the novel findings. To reduce biases in analysis, the students are blind to the treatments and can analyze the novel data collected before the teaching lab, as well as their own data collected in class. Knowledge that their data will be peer-reviewed has resulted in students’ heightened attention to detail in conducting the experiments and analyses. When presenting the results for publication, the data collected prior to the class is used, as it is tightly controlled to reduce experimental and analysis variability. The classroom results are presented separately with explanations for variation in the experimentation and analysis. We have conducted this approach for six different ACUREs. Student and teaching assistant evaluations of this approach are provided. This approach is also useful for repository data sets provided in scientific publications.