Course-based Undergraduate Research Experiences (CURE) provide an opportunity to engage students in undergraduate research, particularly in settings where external research support is limited. However, integrating this high-impact practice into coursework presents several challenges: while courses require structured syllabi and clear assessment criteria, research often demands flexibility to explore unplanned directions. Additionally, research is typically an open-ended and lengthy process, but in a course-based setting, projects must be completed within the constraints of a single semester. In this talk, I’ll share my experience incorporating student research into a mathematical modeling course, highlighting strategies to balance these competing needs and challenges. I will discuss how a scaffolded approach helped students navigate the research process while developing mathematical models using foundational frameworks. This approach to structuring student research is adaptable and can be applied to other courses or areas of mathematics to foster inquiry-driven learning.