To improve student outcomes in four-credit asynchronous online physical geography classes that included a lab component, we employed three different experimental techniques in spring 2022. Fifteen faculty who collectively taught 24 sections of Introduction to Landforms or Weather and Climate modified one element of their course to foster improved student performance. Interventions in these science general education classes targeted student engagement and procrastination and included staggering deadlines, increasing the number of emails sent, and meeting with students one-on-one. Comparison of control versus experimental sections yielded mixed results demonstrating that faculty efforts to improve classes may not always have the intended effect. This suggests faculty should assess changes made to their class to determine if student outcomes improve.