Having students discuss primary research literature (e.g., scientific reports, case studies, and reviews) in the undergraduate classroom can be very useful to student understanding of recent advances, while also providing students access to how knowledge is developed in the discipline. Most importantly, it positions students as skilled lifelong learners. This approach is generally only prevalent in smaller, advanced coursework in more selective institutions, even though all students should be given such experiences. However, there are critical problems with scaling up the usual strategies for integrating primary literature into a course when attempted in larger and more diverse enrollment courses: how are students scaffolded in making sense of the complex materials, are some students dominating the conversations, and do all students feel safe in revealing potential incomplete understanding while discussing complex and challenging content? These fundamental challenges may limit where this powerful pedagogical technique is attempted and who benefits from it. To solve these challenges, we have developed a new pedagogical model, called Peer-reviewed Presentation Exchange (Perepex), that organizes and scaffolds the analysis, presentation, and review of research literature by undergraduate students in large enrollment courses and at less selective institutions with a specific focus on giving every student an opportunity to speak and ask questions in a low-stress creative environment. This Engaged Student Learning Level 1 project builds on successful outcomes accumulated over a five-year period in an advanced biology course and leverages the expertise of our team of biology educators and a learning scientist to adapt and refine the approach in large and more diverse courses and contexts.