In this chapter, the authors describe how they revised the genetics section of an introductory biology course to reflect current knowledge of learning theory and conceptual change. A sequence and associated experiences were developed that would center on building from concrete to abstract, allowing time for expert problem-solving strategies to develop, promoting inquiry, linking new knowledge to previous knowledge, addressing preconceptions, and providing novel situations to which the knowledge could be applied. The revised sequence of the genetics unit follows, with a description of the learning phenomena presented along with the concepts and terms being addressed.