The laboratory has occupied an important place in the general chemistry curriculum for well over a century, despite the fact that many have voiced concern about its value and utility. In an effort to potentially increase capacity in our general chemistry courses, we developed and implemented a hybrid laboratory curriculum that consisted of alternating face-toface and virtual laboratory experiments. This study sought to better understand the impact that this hybrid approach had on students' cognitive, affective, and psychomotor learning. The results suggest that students taught using the hybrid approach developed similar cognitive and psychomotor skills in comparison to students taught using a traditional laboratory curriculum; however, their affective outlook toward chemistry was significantly lower.