This article attempts to evaluate why popularizations seem to generate positive reactions from learners and why the authors find themselves using popularizations more and more frequently. In doing a retrospective analysis, the authors have drawn on the changes advocated in Learner-Centered Teaching: Five Key Changes to Practice (Weimer 2003). This paper discusses how science popularizations can be utilized as part of a learner-centered classroom by looking at each of Weimer’s five changes. Using Weimer’s framework provides a window through which to view the benefits of popularizations.