We implemented a laboratory curriculum reform to teach foundational concepts in chemistry, particularly those concepts related to healthcare, in a chemistry course for prenursing students. Here, we discuss the reform, exploring how students built upon understandings gained in lab and correlating lab learning to course outcomes. We further discuss shifts in student work as they move through the course. As the course progressed, students became familiar with the pedagogy but also faced more challenging tasks. We present details on several of the laboratories that build the groundwork for understanding chemical principles, including the following: intermolecular forces, physical properties, acid–base chemistry, equilibrium, and chemical reactions. We further share our observations of student interactions around in-lab prompts and activities, and how these interactions inform our teaching. Our reform aims to improve critical thinking skills, namely, making and using models, observation skills, reasoning with evidence, and applying concepts to new problems. The laboratory procedures presented here modify those commonly found in the chemistry curriculum with a consistent student-centered pedagogy. We hope the simplicity and popularity of the lab procedures will allow for broad implementation of Rickey’s MORE (Model, Observe, Reflect, Explain) pedagogy, and we hope our lessons in implementation will broadly benefit those who are implementing new lab curricula.