<p>Project-based learning pedagogies like Course-Based Undergraduate Research Experiences (CUREs) can help undergraduate students achieve scientific literacy and become acquainted with practical field methods in environmental science. CUREs are especially beneficial for students historically excluded from the sciences and in urban locations with limited opportunities for interaction with nature. This pedagogy can provide environmental benefits to the local community but restoration outcomes may not be met if students lack scientific expertise and are constrained by time and resources. The current research offers a novel, long-term case study of a five-year restoration-focused CURE that concurrently addresses two questions: 1.) Can using a CURE achieve intended course learning outcomes in scientific literacy? and 2.) Can a CURE increase biodiversity in a restored urban habitat? At a small private university, students worked to restore biodiversity to a campus bioswale by identifying and removing invasive plants and seeding appropriate natives. The formative assessments indicate that the CURE is effective at helping students achieve proficiency in scientific literacy while the vegetation surveys of the habitat indicate that biodiversity and floristic quality have started to increase. Therefore, the results demonstrate the feasibility and positive environmental impact of directly linking undergraduate instruction with habitat restoration. This study provides a scalable model for achieving beneficial ecological outcomes in urban environments while providing valuable research experiences for students, particularly those historically marginalized in STEM fields such as environmental science.</p>