Westminster College is a small liberal arts institution graduating about 35 biology and molecular biology majors annually. Ten years ago our department began requiring all seniors to complete individual capstone research experiences. During the initial years of this new research intensive requirement, preliminary assessment of student research proposals revealed that most capstone students were unprepared for utilizing scientific literature in an effective manner; were inexperienced at reading, interpreting and applying information from the literature; had difficulty identifying their own questions within their areas of interest; and failed to see the relevance of their work in real-world situations. Their lack of preparation in these areas diminished their enthusiasm and motivation for the capstone experience, which resulted in an unwillingness to take ownership of their capstone projects, leading to unsatisfactory student performance. Therefore, in 2011 we revised our introductory and intermediate biology courses in order to better prepare our students for the goals and objectives of our capstone course as well to provide students with the skills needed for a broad range of careers in the biological sciences. This article highlights the revisions made throughout our curriculum so that students could: (1) gain more experience with scientific literature; (2) develop better questions and testable hypotheses based on current knowledge; (3) improve experimental design as well as understanding of how to collect, analyze, and interpret data; and (4) report findings and conclusions in a more effective and professional manner. Following implementation of our curricular revisions, qualitative and quantitative assessment indicated that a number of our goals and objectives are being achieved. Student understanding and application of the scientific process has shown noticeable improvement, which has ultimately led to improvements in the quality of our students' research experience.