This paper reports on the contribution to biological knowledge of three different laboratory technologies and also endeavours to discover which technology students prefer the most. To examine differences in knowledge gained and learners’ preferences for different technologies in biology laboratory work, we prepared three variants (triplets) of three laboratory exercises. Each laboratory variant in a triplet was prepared as a classical laboratory work, a computer-supported laboratory and an interactive virtual simulation. A group of 670 learners at a school for all genders, aged between 11 and 15 (6th to 9th grade) of lower secondary Slovenia schools performed three well-known and easy to perform laboratory exercises that are included in their curriculum (‘Gas Exchange’, ‘Activity of Yeast’ and ‘Heart Rate’) as a traditional, computer-supported laboratory and computer simulation. The data indicated that there were no statistical differences pertaining to students’ knowledge gain between these laboratory technologies with regard to grade, gender or school score. In this study, students preferred a computer-supported laboratory mostly followed by a classic laboratory with a computer simulation in last place, regardless of students’ grade, gender or academic scores.