Participation in course-based undergraduate research experiences (CUREs) allows students greater and equitable access to the high-impact practice, especially in the STEM disciplines. In a National Science Foundation-sponsored project, small groups of students completed authentic research projects in eight introductory to upper level geoscience courses (176 student respondents). At the end of each experience, students responded to a modified Undergraduate Research Student Self-Assessment (URSSA) survey, indicating their perception of learning gains. This study examined student-perceived gains in CUREs to determine: (a) if these gains were similar to those of individually mentored, apprenticeship student research experiences and (b) if student perception of their learning was different in general education and upper level courses. Student gains on URSSA were similar to those in other studies in which students did apprenticeship-style research, but the study's CURE students showed higher gains in learning the scientific process (Thinking and Working Like a Scientist) compared with other composite variable types. Further, taking responsibility for the project was the highest ranked student gain, marking a perceived shift of ownership for learning from faculty to students. Students in upper level courses had overall higher gains than students in general education courses, with the highest gains related to professional socialization.