Engagement in undergraduate research experiences (UREs) has a positive impact on student skill development, scientific identity, and retention in STEM. Incorporating UREs into two-year programs would greatly benefit the diverse, nontraditional student populations enrolled at community colleges. This article describes the infusion of the bioscience/biotechnology program at Delaware Technical Community College with course-based and mentored research experiences, which may serve as a model for other institutions. Studies done with the Office of Institutional Research revealed a concurrent increase in enrollment and graduation rates. Retrospective interviews with graduates from the program highlight the critical influence of research, the mentor-student relationship, a sense of community, the development of transferable skills and self-efficacy, and subsequent successes in pursuing higher education and employment.