Laboratory skills are considered a core competency in microbiology graduates (and biomedical sciences in general). However, it is challenging to ensure active, inquiry based learning can occur in laboratory settings within the typical bachelor degree curriculum along with sufficient learning and practise in core-competencies. UTS has designed a new PC2 superlab (HIVE Superlab) that is focused on biomedical and biotechnological discipline areas. The design approach has been based on a ‘flipped laboratory model’ where the classes are expected to operate as collaborative, student lead inquiry based learning projects. The challenge is to design these learning approaches for success. Using a literature review, and consultative process we set out to design learning ‘blue prints’ for the HIVE Superlab. The blue prints have been informed from the perspectives of academics, professional, and students and existing literature. This talk will present our findings from our literature analysis, consultations and focus groups and our resulting proposed learning design blueprints.