The authors sought to better approximate the practice of “real” science in our classrooms by having students study a newly built storm-water remediation wetland on campus. The wetland was meant to gather and clean storm water running off of student parking lots—thus students had ownership in the problem and potential solution. Participating faculty members in the biology, chemistry, geography, and geology departments created learning modules to introduce students to industry-standard techniques, scientific research skills, and the structure and functioning of wetlands. Most modules had opportunities for student-driven inquiry; for instance, students identified what aspects of the wetland were most important and poorly known and designed projects to fill those data gaps. Students, faculty, and a keynote speaker convened yearly at a Wetland Forum to exchange data and experiences. The project was assessed with pre/post-testing of student perceptions and learning outcomes.