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With the ever-increasing push towards authentic learning within post-secondary institutions, many approaches are being explored. One such method with a particular focus on real-world applications has been the International Genetically Engineered Machines (iGEM) competition program. At the University of Calgary, the iGEM program sees teams of undergraduate students tasked to develop a solution or product for an application of their choice in partnership with a faculty mentor. This paper presents the findings from an interactive workshop with postsecondary educators and a subsequent thematic analysis on vignettes collected from alumni of the University of Calgary iGEM program, focusing on how authentic learning was pivotal in their experiences. It was found that teamwork and science were recurring themes in the vignettes, while post-graduate life and personal growth supported the presence of authentic learning.