We describe extensive modifications made over time to a first year computer science course at the University of British Columbia covering logic and digital circuits (among other topics). Smoothly integrating the hardware-based labs with the more theory-based lectures into a cohesive picture of computation has always been a challenge in this course. The seeming disconnect between implementation and abstraction has historically led to frustration and dissatisfaction among students. We describe changes to the lab curriculum, equipment logistics, the style of in-lab activities and evaluation. We have also made logistical changes to the management and ongoing training of teaching assistants, allowing us to better anchor our larger course story into the lab curriculum. These changes have greatly improved student and TA opinions of the lab experience, as well as the overall course.