This paper compares undergraduate course-based research experiences to field-based research experiences to understand the relationship between these different forms of experiential learning. I study undergraduate research experiences across an economics department at a large Canadian research university. Statistical analysis indicates there are not large differences between field- and course-based experiences. The main differences favour course-based instruction, with course-based experiences associated with more independent thinking and relevant task engagement. Overall, I conclude curriculum designers should focus attention on proper course-based curriculum design rather than simply trying to adapt "research-like" experiences into the classroom.