Integrating research into undergraduate education has become a global strategy for developing critical thinking, creativity, and problem-solving skills among students. This study describes the incorporation of an inquiry-based learning (IBL) approach into the parasitology course for Science Laboratory Technology students at Anambra State Polytechnic, Mgbakwu (ANSPOLY), Nigeria. The course was redesigned to provide students with hands-on research experience through guided investigations on the prevalence and identification of intestinal parasites from local samples. Under supervision, students formulated research questions, collected and examined samples microscopically, analyzed data, and presented findings in mini-seminars. This approach transformed the traditional laboratory practical into an authentic course-based undergraduate research experience (CURE). Students demonstrated increased engagement, ownership of learning, and improved understanding of parasite transmission and control. Preliminary evaluation through questionnaires indicated enhanced confidence in laboratory techniques and scientific communication. The project also fostered teamwork and ethical awareness in handling biological specimens. This model highlights how CURE principles can be successfully adapted to Polytechnic settings with limited resources. It further underscores the potential of inquiry-based Parasitology education to build foundational research capacity and promote community-oriented problem solving among students in Nigeria. The experience provides a replicable framework for strengthening undergraduate research through local relevance, faculty mentorship, and low-cost implementation strategies.