This chapter, titled “Revolutionizing RCT in High School,” examines the transformative potential of real-world experiential research in advancing Research Cognitive Theory (RCT) for pre-university students. It begins by reviewing historical research apprenticeship models and their impact on fostering independent learning and critical thinking among high school students. Despite their proven benefits, the chapter notes a significant gap in documentation regarding the cognitive behaviors cultivated through these models. The chapter introduces Research-Based Learning (RBL) as a pedagogical approach that incorporates authentic research activities into the high school curriculum. It provides empirical evidence demonstrating RBL’s effectiveness in enhancing students’ research capabilities, scientific inquiry skills, and interest in STEM careers. However, it also identifies gaps in the literature related to the development of research attitudes and competencies in high school students, underscoring the need for further research. A substantial portion of the chapter focuses on multidisciplinary research experiences, with a particular emphasis on the Chemistry-Based High School Research Experience (CHSRE) program. This program is highlighted as a model for implementing RCT, showcasing how multidisciplinary research not only develops students’ research skills but also cultivates a growth mindset and resilience, which are essential for long-term commitment to STEM careers. The chapter concludes by discussing the role of near-peer mentoring in supporting cognitive and social development within research settings. It reviews evidence showing that near-peer mentoring positively impacts mentees’ academic and social outcomes. Overall, this chapter provides a comprehensive overview of how dynamic, real-world research experiences can revolutionize RCT, equipping pre-university students for successful academic and professional paths in research-intensive fields.