During the COVID-19 pandemic, the existing Student Inquiry and Research program at Illinois Mathematics and Science Academy transitioned to a remote-only format. This paper describes the mentoring of 12 high school juniors and seniors in yearlong remote research projects involving plant biology and protein engineering. Working in groups of two or three, students read scientific articles and proposed experiments. An experienced researcher then carried out the experiments and gave the students the data. Students analyzed data, drew conclusions, and shared their results in an oral presentation and in a written paper. Despite the online-only format, all anonymously surveyed students agreed that the experience improved their confidence in both conducting and communicating scientific research, and 90% agreed that because of the experience, they are more likely to pursue a career in STEMM. These results are similar to those seen from in-person research experiences. Given the positive outcomes from this program, further development and use of remote research experiences may be beneficial, particularly for students who would not otherwise have access to any research opportunities. Remote learning technology thus enables existing resources of time and funding to be allocated differently to provide more students with authentic research experiences.