Inquiry-based learning was used to enhance an undergraduate molecular biology course. The goal was to use a long-term, in-class project in a studio class setting to enable students to acquire the knowledge and confidence to problem solve. Mixed-methods student-learning assessment over four semesters supported this pedagogical approach. Overall, the project-based curriculum succeeded in helping these students acquire the knowledge and skills that are necessary for independent scientific inquiry, and it provides a dynamic model for other institutions that wish to adopt a pedagogical approach that will help students become problem-solving, critical-thinking scholars.