42 vocational students in a Biological-Technical Assistant program experienced a three-day learning scenario using a rich mix of learning formats. Students solved real-live problems in an online learning scenario where they could apply and test their knowledge with a mini learning game and develop hypotheses, which they then presented to an industry expert for confirmation. The hypotheses were later tested in a laboratory setting. Finally, the entire learning experience was presented in form of a collaboratively developed concept map to a teacher panel. The learning scenario was generally rated very positively. Students appreciated experiencing the solution of a real-life problem from start to finish. Detailed qualitative data provided valuable insights into why some components were particularly effective for certain groups of students.