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Approaches to student-centered active learning have evolved. The progression in course-design has led to the development of new learning paradigms such as collaborative, problem based, and project-based learning. Course-based undergraduate research experiences (CUREs) are a learning pedagogy that infuses research experiences within the curriculum. This method of instruction increases opportunities for students to participate in more authentic education experiences and is especially beneficial in the science education pathway. CUREs encourage students to be autonomous and emphasize teamwork. Our research proposes methodologies that can maximize student performance, particularly benefiting underrepresented and underprepared female students. Pre- and post- assessments of a CURE classroom were administered to gauge student engagement and success in a General Chemistry course. Specifically, our research focuses on female engagement in CURE projects and overall success and retention rates to test if the teaching methods will support increased gender equity in STEM.