Numerous studies have highlighted the impact that undergraduate research experiences can have on science identity, confidence and persistence in STEM. However, such instruction is often lacking in foundational gateway courses. This project aims to expose students to research in introductory biology and chemistry courses, as well as general biology for non-majors, by incorporating a pedagogical strategy called research deconstruction. Research deconstruction introduces students to the process of scientific inquiry by “unpacking” a research seminar over several classes, and guiding the students through the scientific questions, fundamental concepts, experimental strategies and data presented from the research. Assessment from over ten years of implementation as a stand-alone course at UCLA suggests that research deconstruction is effective in increasing students’ science confidence and self-efficacy, and importantly, may also improve STEM persistence.