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Undergraduate research has been found to be positively associated with obtaining a STEM baccalaureate degree, persisting in the field, and performing academically well. Underrepresented minority (UREP) students who participate in undergraduate research experiences show increased confidence in their abilities, understanding of the nature of research, and understanding of graduate school. In spring 2020, in direct response to the COVID-19 pandemic, institutions were forced to make shifts in program offerings. As a result of the move to online learning, research experiences were either canceled, postponed or moved to a virtual format. COVID-19 presented a new opportunity for students to still participate in activities from remote locations. After in-person activities resumed, aspects of these virtual opportunities have continued to be embraced by programs through virtual symposiums, more intentional and in depth “checking-in” at the start of meetings, wellness focused workshops, and emphasized community building. Additionally, virtual research experiences have expanded the number of students participating in these programs. The purpose of this paper is to share lessons learned from a co-curricular program for underrepresented students that successfully made the shift from in-person research experiences to virtual and back to in-person. Program activities are guided by the literature on mentoring, STEM identity, community, and sense of belonging. Implications for practitioners and faculty include opportunities for mentoring through virtual platforms, the inclusion of family, friends, and community members through virtual research symposiums, continuing to focus on the mental health and well-being of students, and the acknowledgement of varying home environments to conduct research.