Moving to remote, online learning to meet health guidelines during the COVID-19 pandemic posed a challenge for college science courses due to the interactive nature of laboratories. We developed and implemented a remote/in-person lab partner model where in-person students were paired with remote students in natural science courses during the 2020-2021 academic year. The goal was to provide an opportunity for students to attend lab in person, as well as an interactive lab experience for students who elected to attend remotely. Students in each course completed a questionnaire assessing their perceptions of their learning. Learning outcomes were assessed and compared between in-person and remote modalities in a general biology course. In-person students perceived that attending class in person increased their learning but that having remote partners hindered learning. Conversely, remote students perceived that attending class remotely hindered their learning overall but that having in-person partners enhanced their experience. We found that learning outcomes were not significantly different between in-person and remote students. Although the data suggest the model was not successful in its initial iteration, we provide a way to offer a remote laboratory option to make classes more inclusive and accessible.