Course-based undergraduate research is promoted as an equitable strategy for providing the benefits of research experiences to a larger, more diverse population of students pursuing science degrees. Here, we report the impacts of course-based research on the self-efficacy and future goals of students enrolled in introductory biology courses at a minority-serving comprehensive teaching university. These courses are part of a department-wide effort to redesign and coordinate 10 laboratory courses to include embedded research projects addressing a common scientific problem. Pre- and postsurveys evaluating self-efficacy of laboratory skills and future academic and career goals were administered to students enrolled in two iterations of two redesigned introductory biology courses. Findings include increases in self-efficacy related to experimental design, communication/collaboration, and scientific literacy in the first course, but only scientific literacy in the second course. Very few disparities in self-efficacy were found postcourse for students of varying demographics, despite several precourse differences, while future academic and career plans remained largely unaltered. This study, representing the first thorough analysis of our department's redesigned courses, is informing curricular improvements to the introductory labs and providing data for a longitudinal study of the impact of the entire program.