Over the past 10 years, many Australian universities have experienced increased student enrolments in Physiology subjects. Reasons for this increase are twofold. Firstly, changes in government funding to universities with the uncapping of student enrolments in undergraduate degree-programs provided financial incentives for Physiology Departments to increase their student numbers. Secondly, the funding of graduate medical degree programs in favour of undergraduate medical programs and the inclusion of Physiology as a prerequisite subject for these graduate medical degree programs and other allied health degree-programs provided a market for physiology graduates, and therefore a strong incentive for students to study Physiology (Choate & Long, 2019). At Monash University, student enrolments in a foundational physiology subject increased from 150 in 2011 to 720 in 2019. This increase had significant consequences for the Physiology academics involved in teaching. Staff had to reconsider how to effectively deliver the Physiology curriculum to large student cohorts. Key changes included the development of virtual experiments and large-scale workshops. The virtual experiments supported, and in some cases replaced, live experimental practical laboratory classes. Analysis of student learning showed that the virtual experiments enhanced student understanding of the physiology concepts underlying the practical classes, and supported the development of research skills (Quiroja & Choate, 2017; Quiroja & Price, 2016). The introduction of large-scale workshops arose as a consequence of falling attendance at lectures. Video-recording and live streaming of lectures provided students with the option of studying lecture materials at a time and place of their own choosing. In response to the large decreases in lecture attendance, the number of lectures was reduced, or they were removed altogether. Lectures were replaced with large-scale active learning workshops (for up to 150 students) in a new Learning and Teaching Building designed for this purpose. Attendance and participation of students in these workshops has been significantly higher than lectures, which was not surprising, as the workshops were not recorded or live-streamed. To date there has been no significant impact of these workshops on student learning as measured by assessment performance. The workshops are, however, less cost-effective than lectures as they require a substantially higher staff to student ratio, necessitating the recruitment and training of additional teaching associates. With large numbers of students studying Physiology in non-vocational undergraduate degree programs (i.e. Science, Biomedical Science), there has been a high level of student stress and anxiety about career options. This observation, and the recent government concern about graduates’ employability skills, prompted the introduction of careers education into the curriculum of the Biomedical Science degree-program (Choate, Green, Cran, Macaulay & Etheve, 2016; Choate & Long, 2019). An integrated team of careers educators and biomedical science academics designed and embedded a course-wide, assessable Career Development Program into the biomedical science curriculum. This program was found to improve students’ awareness of careers options, enhance their careers confidence and increase their engagement with the University Careers Service (Choate et al., 2016). Importantly, the program enabled careers education on a large scale. Following this success, a new work integrated subject, involving industry-based placements, has been implemented and has further enhanced students’ career awareness. In summary, this education research highlights how a holistic approach to the student experience in physiology through on-line virtual experiments, hands-on active learning workshops and careers education can enhance student engagement and learning in large student cohorts.