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Abstract Programs that emphasize the important, multifaceted roles that soils play as the interfaces between humanity and the earth are needed to attract new students from diverse backgrounds. The Basic and Environmental Soil Science Training Research Experience for Undergraduates (BESST REU) site aims to provide undergraduates from a variety of science, technology, engineering, and mathematics disciplines with a substantive research experience on modern soil science while developing professional and technical skills. Here, we examine data from the first five BESST cohorts pre‐ and post‐activity surveys, assessing effects of the experience on students’ research skills, knowledge about soil science, and science self‐efficacy. Results suggest that both program‐wide, common experiences, such as our geomorphology field camp, and specific, individual, mentored research experiences were important to student outcomes. Students experienced significant increases in their capacity to conduct research, knowledge about soil science, and confidence in carrying out scientific tasks. Further, qualitative data suggest that the program fundamentally impacted how students saw themselves and understood the task of “doing science.” Experiences provided by REU programs such as BESST are valuable to help students refine their personal goals and understanding of communication and collaboration within research. BESST also helped students to better understand and communicate the role of soil scientists.