Course-based undergraduate research experiences (CUREs) are becoming more prevalent throughout chemistry curricula as a mechanism to lower barriers to participation, improve retention, and decrease success gaps for historically minoritized populations. Given the evidence that long-duration and early entry experiences are more impactful, herein we describe a semester-long CURE in General Chemistry II Lab. The curriculum outcomes were assessed with an inquiry classification scheme and a rubric blended from Auchincloss et al. and Clark et al. Student outcomes were assessed in the context of the five essential components of authentic research experiences utilizing Lopatto's CURE Survey, student lab reports, and interviews from graduate assistants and peer research mentors. A comparison to benchmark data and those reported for upper-division chemistry CUREs reveals significant gains in scientific skills, communication, and attitudes about science.