Course-based undergraduate research experiences (CUREs) are high-impact practices that allow students to conduct research during class time. Benefits of a CURE can be maximized when integrated into a faculty member’s ongoing research. However, this can be particularly challenging for field biologists, especially when field sites are not situated near their university. Indeed, few existing CUREs are field based. One solution is to partner with a collaborator near the field site. We describe a semester-long CURE in an animal behavior class that involved collaboration among three institutions: researchers from two “distant” institutions have ongoing research at the “local” institution where the CURE took place. This model uses remote conferencing and strategic collaboration to meet all stakeholders’ needs. Undergraduate students engaged as active participants in collaborative inquiry-based work, learned in a cooperative context, and even participated in the publication process. The local principal investigator and their institution generated a high-impact course that integrated research and teaching. Likewise, the distant principal investigators were able to collect more extensive and longer-term field-based data than otherwise possible, and they gained valuable input from the local researchers that contributed to future projects. Remote collaborations open the door to international collaboration with smaller institutions, promoting greater inclusion in science.