We describe a 10-week laboratory course of guided research experiments thematically linked by topic, which had an ultimate goal of strengthening the undergraduate research-teaching nexus. This undergraduate laboratory course is a direct extension of faculty research interests. From DNA isolation, characterization, and mutagenesis, to protein expression and structural analysis, the research protocols were adapted to suit the weekly 3-hour biochemistry course. The experiments described are flexible and hypothesis driven, allowing original research to be conducted. Students gain practice in some of the most common techniques used in biochemistry and molecular biology, including minipreps and DNA spectrophometric analysis, DNA restriction digestion and agarose gel electrophoresis, PCR mutagenesis, DNA sequencing analyses, E. coli transformations, whole cell protein extractions, SDS-PAGE, immunoblots, molecular modeling, and bioinformatics. The studies that begun in the classroom were continued in the research laboratory by undergraduate students, and eventually, the results were published in peer reviewed research articles. This research-educational program effectively integrated basic research endeavors into the undergraduate curriculum. It proved to be synergistic by nature: research stimulated teaching and teaching supported research. In our experience, this is an effective mechanism to conduct productive research while satisfying teaching duties in undergraduate institutions, where scholarly research is expected but teaching is the primary mission.Keywords: Yeast, membrane protein complex, V-ATPase, mutagenesis, PCR, SDS-PAGE, western blots, undergraduate research.The demand on science faculty members to increase research productivity is an almost universal pressure. Even at small colleges and universities where teaching is the primary mission, research productivity is a major criterion for hiring, promotion, and tenure. In many instances, faculty members at such institutions find that satisfying research expectations is an even greater challenge than fulfilling the teaching requirements. Introducing undergraduate students to the idea of basic science research, and providing them with sufficient, and authentic, experiences to encourage their understanding and interest, is the stated goal of many recent suggestions for the revision of life sciences curricula [1][2][3][4]. With these dual challenges in mind, we developed the ''research laboratory course'' described below.This biochemistry guided-research laboratory course was developed and implemented in an undergraduate institution where the major commitment is teaching. The course was conducted for two consecutive years and involved a total of four laboratory sections, each consisting of 12 to 14 junior and senior students majoring in Chemistry. The experiments were a direct extension of the research interests of the first author; the protocols were adapted from her research laboratory to fit the constraints of a weekly 3-hour biochemistry laboratory course sche...