The purpose of this descriptive study was to investigate course-based undergraduate research experience (CURE) outcomes of community college students by looking at students' sense of project ownership, science self-efficacy, and science identity using an end of course survey. A total of 54 students, 41 females and 13 males, completed the survey. More than 94% of the 54 students were planning to pursue a healthcare career. The survey items focused on CURE outcomes, which included three dimensions of students' sense of project ownership: personal value, autonomy and instructor guidance, and emotional reactions along with two other constructs: science self-efficacy and science identity. Community college students had positive levels of project ownership, science self-efficacy and science identity as evidenced by mean scores of approximately 4 out of 5 possible on survey items measuring these dimensions and constructs. Students agreed that most lab exercises they completed throughout the semester contributed to their sense of project ownership, science self-efficacy and science identity. Fewer students agreed that the PCR (89%), gel electrophoresis (86%) and sequencing (88%) lab exercises contributed to their science self-efficacy. The last survey item requested a description of some aspects of the microbiology CURE lab that differed from other completed college science lab courses. The most frequent response was that the CURE lab was personal. This study's results support a change to CURE labs in higher education science departments. The survey developed for this study can be used to determine if lab curriculum is effectively addressing three CURE outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]