We reflect on the evolution of a semi-structured, group-based model for Honours project delivery, initially piloted through the Antibiotics Unearthed initiative, funded by the Microbiology Society. Traditional one-student, one-supervisor projects are susceptible to inequities in student experience and isolated learning. To address these challenges and growing resource pressures, a thematic, group-based approach was developed, enabling students to pursue individual research strands within a shared framework supported by multiple supervisors. The approach fosters authentic, peer-supported research experiences, incorporating structured lab blocks, shared protocols, skills and data analysis workshops, and collaborative data discussions, alongside independent working to balance autonomy with guidance. Reflections from students, academics, and technical staff highlight multiple benefits. Students report increased clarity, confidence, resilience, and sense of community. Supervisors note consistent oversight, workload efficiencies, and opportunities for sharing good practice, while technicians observe more efficient resource use and safer lab environments. Challenges include ensuring student engagement within a structured, time-constrained schedule and balancing student instruction with independence and initiative. Overall, this model delivers authentic research experiences and equitable learning whilst managing resources more effectively. Positive outcomes have led to adoption across all lab-based disciplines in the undergraduate biological sciences provision, demonstrating scalability and sustainability. This practice-led intervention also demonstrates how a funded initiative can act as a springboard for curriculum enhancement. It may be of particular interest to microbiology educators seeking to foster peer learning, group teaching or strengthen curriculum sustainability.