This article presents a framework for a geomicrobiology course design that has produced impressive gains in students’ contextual knowledge (e.g., Felder and Brent 2004a). The approach centers on the design and execution of a research experiment for students to (a) increase their understanding and application of the scientific method, (b) practice experimental analysis of a complex system, and (c) develop topical knowledge in geomicrobiology. In addition, it introduces students to scientific collaboration and peer review, produces significant gains in student knowledge, and promotes scientific curiosity and rigor. This approach can be easily adapted to teach skills and topical material in other natural science and engineering programs.