The use of primary literature can be an effective way to expose students to the scientific research process. At the same time, primary literature can be intimidating to many students, particularly those with limited exposure to science research. The CREATE (consider, read, elucidate hypotheses, analyze and interpret the data, and think of the next experiment) method is an evidence-based teaching strategy that uses a structured series of pedagogical tools to allow students to perform intensive analysis of primary literature. The use of CREATE in biology classes increased student self-rated attitudes, confidence, and understanding of science. On the basis of these prior reports, we implemented CREATE in a one-semester, stand-alone, undergraduate chemistry course in which students analyzed a linked series of primary literature articles tracking the trajectory of a specific area of chemistry research. The course was aimed at second-year students, and our goals were to increase student confidence in engaging scientific literature, demystify the scientific process, and help students see themselves as having a role in that process. Pre- and post-course surveys indicated significant increases in understanding of the scientific process, along with gains in self-rated skills and attitudes related to science. Students also demonstrated gains in course content knowledge as assessed by a pre- and post-course concept mapping exercise. Thus, the CREATE method has been implemented in a chemistry teaching context that resulted in increased student knowledge.