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Participation in authentic scientific research has been shown to greatly benefit undergraduate students, both in terms of perception of science and knowledge of scientific concepts. We define authentic scientific research as projects in which results are unknown prior to performing experiments and are appropriate for presentation in peer-reviewed scientific journals and/or scientific conferences. Kindergarten through grade 12 (K–12) students have less frequent opportunities to participate in authentic research than university students, and the effects of research participation on such students are less well understood. From 2013 to the present, we organized two collaborations with different groups of K–12 students and teachers, each aimed at engaging K–12 students in authentic geoscience research, with a focus on K–12 students from excluded backgrounds who may have had restricted access to resources. First, the Malcolm X Shabazz Aquatic Geochemistry Team was an initiative to involve high school students at Malcolm X Shabazz High School in Newark, New Jersey, USA, in research focused on the activities of microbial communities inhabiting streams and rivers in New Jersey and eastern Pennsylvania. Second, the Integrating Continuous Experiential Activities for Geoscience Education (ICE-AGE) project is a Pathways into the Earth, Ocean, Polar and Atmospheric & Geospace Sciences (GEOPAths) project funded by the National Science Foundation that involves K–12 students in experiential learning through diverse means, including involving middle school students taking part in a summer program pseudonymously referred to as the Liberation Literacy Program (LLP) in geoscience research on a number of topics. Here, we report qualitative observations of the successes and challenges of these programs, as well as lessons learned, which may be useful for other researchers seeking to involve groups of K–12 students in authentic geoscience research education.