The aim of this study was to investigate student experiences of publishing undergraduate research in biomechanics. A total of 29 former students with experience of publishing peer-reviewed undergraduate biomechanics research completed an online survey regarding their perceived benefits, level of involvement, and experiences in aspects of the research process. On average, students perceived their experiences to be “largely helpful” or greater in all aspects. Areas were identified corresponding to:​ the greatest perceived benefits (eg, understanding of the research process);​ the least perceived benefits (eg, statistical analysis skills);​ the greatest student involvement (eg, reading relevant literature);​ and the least student involvement (eg, developing hypotheses and/ or methods). A thematic analysis of open question responses identified themes relating to:​ future career, skills, scientific process, intra- and interpersonal factors, and pedagogy. Common intended learning outcomes may be achieved through involvement in the research process independently of the level of staff involvement. Staff should be encouraged to involve students in publishable biomechanics research projects where this is possible without compromising research standards and should explore ways of recreating the publishing process internally for all students