Faculty in the Department of Chemistry and Physics at the University of New England (UNE) have recently transformed introductory and advanced chemistry curricula by embedding the high impact practice of undergraduate research. Course Based Undergraduate Research Experiences (CUREs) have provided experiential learning opportunities for over 272 students over the past three years in three different courses: University Organic Chemistry I/II (CHE 250/1 with lab), Fundamentals of Biochemistry (CHE 310/310L), and Advanced Biochemistry Laboratory (CHE 450). This communication discusses how three different faculty members in three different courses adapted workflow and curricula of chemistry CUREs laboratories to a virtual environment as dictated by the COVID-19 pandemic. Additionally, the advantages and disadvantages of curricular adaptations are discussed considering both the faculty and student experience and the importance of meeting originally defined student learning outcomes.