Field trips provide active learning as children have firsthand experience with information they had previously encountered only in textbooks. In this article, the author describes how she used an interesting textbook to plan a field trip for her elementary social studies methods class to Oakwood Cemetery in Montgomery (Alabama). The textbook, "Dynamic Social Studies for Elementary Classrooms" (Maxim, 2003), described social studies content as anthropology, geography, history, civics, sociology, and economics. The chapter concerning history illustrated the motivation of one teacher in taking her 6th-grade students on a trip to the local cemetery. Still wary of the idea, the author consulted the course of study objectives for the state of Alabama and realized a field trip to the cemetery would correlate with the objectives to have elementary students learn Alabama's history. The author's experience with the students before, during, and after the field trip helped her understand that for classroom teachers considering a cemetery as a field trip, much planning is necessary. One must consider the weather conditions, provide appropriate guidance, and have an understanding of child development as well as prior knowledge about experiences with close ones' deaths. Traditionally, teachers use the K-W-L chart to determine what children already know about a topic (K), what they want to learn about a topic (W), and what they have learned as a result of a lesson (L). This article describes how the K-W-L chart is implemented by classroom teachers for use in creating powerful historical and artistic cemetery investigations for primary-age children. (Contains 4 figures.)