Using a mixed-method approach, researchers examined college instructors' use of a virtual lab simulation library, Labster, students' perceptions of the simulations on their learning and future STEM plans, as well as data from the library to explore patterns of lab use and quiz scores. A detailed look at Contemporary Biology I and Biology II quiz scores found that virtual lab use was more regular during the second year of implementation, and students' quiz scores significantly improved, with fewer quiz attempts. An exploration of DFW rates found a 34% decrease of DFW rates across all three pairs of Biology I and Biology II courses, although it did not reach statistical significance. Outcomes of the student survey revealed that when virtual lab assignments occurred before the in-person lab, students were four times more likely to "Plan to work in a STEM field" and over five times more likely to "Plan to take more STEM courses" when compared to students who used the virtual labs at other times. To better understand the difference between a student confident of a future in STEM to one unsure, a sense of belonging to the science community at the university was a distinguishing factor. All results with the exception of the course grades analysis were peer-reviewed and published in the EdMedia + Innovate Learning conference proceedings in July 2023. These findings have important implications for implementing virtual lab simulations to increase student performance, decrease DFW rates, and support continued STEM course enrollment. [This research was funded by Labster.]