This collaborative project aims to serve the national interest by exploring the use of augmented reality (AR) as an educational tool in undergraduate chemistry courses. Since learning chemistry involves abstract structures and spatial reasoning, AR tools offer opportunities to help students visualize and interact with chemical phenomena in new ways. However, instructors and curriculum designers currently lack clear, research-based guidance on how to use AR effectively in teaching. This project investigates how AR applications can enhance learning by supporting student engagement with complex spatial concepts, using molecular symmetry as a test case. The research will identify which features of AR tools contribute to student understanding, how students with different learning approaches use these tools, and how faculty incorporate them into classroom instruction. Outcomes will help shape future AR tool development and inform best practices using them in the classroom. The project will also support instructor development and prepare future researchers in the field of chemistry education. This collaborative project between Indiana University and the University of Wisconsin–Madison, investigates the affordances and limitations of augmented reality tools in undergraduate chemistry instruction. Anchored in theoretical frameworks from constructivism, embodied cognition, spatial thinking, representational competence, and technological pedagogical content knowledge, the research wi