Laboratory-based learning plays an important role in the introductory Ergonomics course at the University of Oklahoma. Qualitative analyses of technical reports over several semesters revealed repeated problems. Students were unfamiliar with academic publications, did not know how to report results, and had difficulty interpreting results. In addition to these problems, other difficulties arose. Students felt overwhelmed. Some developed a dislike for the field of human factors. Several cited the labs as the source of their dissatisfaction. To address these problems, we adopted a new approach to conducting the laboratory portion of the course. We sought to increase student engagement, support learning through scaffolding, increase the rate and quantity of feedback, and provide team-development opportunities. Students' performance in data analysis and technical writing improved over the previous year and throughout the semester. Satisfaction with the course as a whole and the laboratory section in particular improved. We are pleased with the results and plan to continue refining the course design. We hope that this article will inspire discussion of effective techniques in ergonomics laboratory instruction.