Course-based undergraduate research experiences (CUREs) have been shown to help students gain research skills. Few studies, however, have evaluated the impact of CUREs on long-term educational and employment outcomes. This article examines postgraduation outcomes for students enrolling in introductory statistics delivered as a CURE compared with those taking a traditional mathematics-based introductory statistics course. Participating in the CURE was found to be associated with a higher likelihood of holding a job in which a primary responsibility was working with data, greater confidence in working with data, and a higher likelihood of earning more than $100K annually. This study suggests that CUREs may not only impart technical skills but also boost students' self-efficacy in applying statistical methods and analyzing data.