Students who enter introductory geology classes often have misconceptions about geoscience research, and they seldom have opportunities to gain authentic research experience in these classes. To improve student engagement in the class and understanding of geoscience research methods, a semester-long authentic inquiry research project was incorporated into an introductory geology laboratory class. This project requires students to create scientific models to test the hypotheses they generate, analyze data they collect and reflect on challenges they encounter. The utility of models in conducting geoscience research was emphasized, and student groups chose either visual models, computer models, or physical models for hypothesis testing. The impact of the project was assessed using pre-post surveys to determine changes in student understanding of research methods and student self-efficacy. Student reflections reveal qualitative improvements in both understanding and self-efficacy after project completion. Multiple-choice questions on research methods also support an improved understanding of research methods compared to a control semester. Statistically significant improvements in confidence to perform research-related tasks also demonstrate the value of the project. Completing this project helped students understand the scientific research process and how modeling is used in Earth science research. Implementing the project required significant instructor preparation and buy-in from graduate student teaching assistants (TAs), who acted as mentors to student research groups. Future iterations of this project will include additional conceptual scaffolding for students and increased support for TAs.