The projects offered in the final year of our physiological science and neuroscience undergraduate degree programmes include both traditional laboratory-based dissertations and those that allow undergraduate students to teach physiology and neuroscience to secondary school pupils. Teaching-based projects are of benefit particularly to those considering careers in education, medicine and other public engagement roles within science. The rationale behind offering teaching-based projects was to extend both the number and breadth of available projects. All projects run over two days a week for 14 weeks. We now have seven years experience of offering projects under the Undergraduate Ambassador Scheme (UAS)1. The students visit their link school to meet with the class teacher and interact with the school pupils. Students gain the opportunity to act as ambassadors for the University, to assist the class teacher in lessons and revision classes, and to develop and deliver their own teaching materials that link to physiology and/or neuroscience and that relate to the school curriculum. Projects usually also incorporate a visit to the University teaching laboratories by the school pupils to participate in physiological experiments. Other teaching-related projects include “development of ‘mobile’ teaching materials for use at secondary school level”. Students use Bristol’s Mobile Teaching Unit (MTU)2 to develop and deliver a lesson designed around practical elements of physiology or neuroscience. All teaching-based projects involve the collection of biometric data generated with and/or from the school pupils; and an assessment via questionnaires and quizzes of how the teaching had contributed to the pupils’ learning. All students produce a dissertation based on the rationale behind the project and the collected observational and experimental evidence. Teaching-based projects present different challenges to other projects, most notably due to their multifaceted nature and the ‘blank canvas’ approach which make them at least as challenging as more traditional laboratory-based projects to design, execute and write up. Teaching-based projects are popular with students, particularly with intercalating medical students who see them as an opportunity to develop skills in communicating with people with a wide range of biomedical knowledge. Feedback from students, teachers and school pupils is universally positive; for instance 93% 163 of pupils engaged in the MTU projects over three years stated that they enjoyed the sessions. The projects allow school pupils to gain both exposure to university teaching and facilities, and an insight into current research techniques. The undergraduate students gain invaluable experience in teaching before embarking on their chosen career path. Such projects have resulted in scientific presentations, the development of innovative learning materials for schools and the reinforcing of strong relationships between the University and the local community.