Background/Question/Methods One of the regrettable ironies of standard undergraduate science education is that it is entirely possible for students to study science for four years and obtain a B.S. without ever actually doing science. This paradox results from a subtle, yet critical, distinction: most undergraduate science education is comprised principally of studying the intellectual products of science, not training in the scientific process itself. Results/Conclusions Fortunately, an exceptional and well-proven model does exist for providing students with direct experience in the scientific process, namely inquiry-centered, field-based ecology classes. Nevertheless, the substantial educational value of field-based classes and the unique suitability of ecology for teaching the process of science are not fully or widely appreciated. This talk will consider some of the limitations of conventional science education and highlight the ways in which a greater emphasis on inquiry-centered, field-based ecology classes could compliment and improve upon the present curriculum, as well as provide students with more authentic and vibrant experiences in science.