Fieldwork is an essential component of undergraduate geographic education, but with growing enrollment and limited resources few first-year instructors incorporate this activity in their courses. This article reports on the challenges of incorporating fieldwork into a large first-year course and the strategies adopted to respond to these challenges and the achieved learning benefits. Field trips were created to cater to approximately 120 students directly engaged in field activities, with each student submitting an individual written report. Through the field activities, students developed a better understanding of geography, a stronger class community, and a more positive relationship with instructional staff.