In recent years advanced undergraduate students have developed projects for our redesigned Calculus II classes. Our student designers create new mathematics projects and present their work at conferences and in local talks. They are often mathematically early in their college careers, and so we can involve students of all levels in research projects. Our course redesign affected three groups of students: those taking the class, those designing projects for the course, and embedded tutors. This qualitative study examines how the second and third groups of students benefited from their experiences and how we can modify our program to improve it. Evidence was gathered from interviews, surveys, and observation of student research work and its implementation in the classroom. Tutors reported more confidence in their knowledge of calculus and insights into teaching it, and project designers experienced benefits similar to that of a traditional undergraduate research experience.