The problem addressed through this study was the absence of a critical examination of laboratory exercises used with first-year nonbiology majors and the deployment of virtual laboratories in the biology department at the project site university without critical analyses associated with the efficacy of virtual labs. Grounded in Mayer's cognitive theory of multimedia learning, this quantitative, correlational study was conducted to investigate the comparative effectiveness of virtual versus traditional face-to-face (F2F) laboratories for first-year nonbiology majors as measured by final course grade. A cohort of 184 students in an introductory biology course for non-majors formed the dataset, procured from the Office of Institutional Research and Analysis at the project site. A Chi-square analysis revealed a significant association between virtual laboratory participation and course grades, indicating that students in virtual laboratories earned a significantly higher proportion of passing grades compared to their F2F counterparts. The proposed policy paper outlines a five-part strategy for integrating virtual laboratories into introductory biology curricula. A key component of this strategy is the redesign of high-enrollment courses to align lab exercises with student-centered learning goals, maximizing the potential of virtual labs to promote student success. By investing in virtual laboratory education, Middle Regional State University can play a pivotal role in preparing a science-literate citizenry equipped to pursue the demands of their chosen clinical programs and engage with the complex challenges of our contemporary world. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]