Most high school chemistry labs contain detailed procedures on how to perform experiments, collect data, and analyze findings. These step-by-step instructions often eliminate opportunities for inquiry, higher levels of thinking, and the sense of accomplishment students find through independent discovery. For these reasons, two years ago the author elected to remove specifically outlined procedures from many chemistry labs in her classroom. By doing so, she promoted collaboration between students as they designed their own steps and illustrated that more than one way exists to solve a problem. She challenged students and let them experience the scientific process and the reward of discovering answers on their own. This article describes a chemistry-based experimental year without procedures, but the concept can be applied to any scientific discipline. As she looks back over the year, she realizes that her students did not just simply learn more about chemistry. Despite occasional frustrations, and less-efficient methods, students learned how to approach a new problem, brainstorm ideas, create a plan of action, perform the tasks, critically analyze the findings, draw conclusions, make adaptations, and start again--and they did it themselves.