This project explores the development and evaluation of a narrative-led instructional approach designed to enhance student understanding of complex scientific histories and concepts in an introductory-level biotechnology course. The course redesign emerged from extensive collaboration between the instructor and undergraduate peer instructors, drawing from both student learning experiences and the instructor’s long-term goals. Development included shared reflection, ongoing discussion, and engagement with the narratives behind discoveries to inform storytelling techniques and historical framing. The resulting innovations are scaled as small, medium, and large. Small-scale innovations included integrated historical timelines that highlighted concurrent scientific events, as well as short surveys and guided discussions used throughout lectures to prompt students’ critical thinking and maintain engagement. The medium-scale innovations were new presentations incorporating interdisciplinary elements to contextualize scientific developments within broader human narratives. These elements include references to art, history, and scientific research from other fields. The large-scale innovation was a cumulative, trivia-style review activity designed to reinforce connections across units and encourage collaborative synthesis of course material. There are approximately 40 students enrolled in a 100-level biotechnology class at a public land-grant institution. The study evaluated the effectiveness of these strategies through classroom-focused methods, including online student surveys, reflective instructor notes, and student focus groups. The analysis examines how high-impact practices (HIPs) and contextualized storytelling improved student engagement, perceived relevance of biotechnology topics, and confidence in connecting technical knowledge with its historical and societal dimensions. Preliminary themes suggest that narrative-led instruction may support deeper comprehension and more meaningful participation compared to strictly technical or linear lecture formats. This project highlights a collaborative, iterative course development process that brought together faculty and students to design learning experiences aimed at fostering both scientific understanding and contextual awareness. The findings have the potential to inform broader instructional approaches within agricultural and life sciences education.