Not all students who enroll in this advance lab course have completed Introductory Chemistry, so this is the first exposure to experimental kinetics for some. Most of my discussions with students address their confidence in knowing solution concentrations (a reflection of lingering difficulties with lab technique and calculations). Nearly all students can satisfactorily fit first-order and second-order integrated rate equations to data for a single kinetics run, but some struggle to understand the purpose of running trials using varying thiol concentrations and how these results are important for determining the form of the rate law. Inviting students to compile their results with those of previous year’s students and primary research literature raises important issues about reproducibility; some students, though, become disappointed when their results display evidence of poor lab technique. Stronger students recognize, in their lab report, how their results relate to relevant research literature and make connections to other experiments they perform with this coordination compound.