Using Mendel's laws as a case in point, the purpose of this paper is to bring historical and philosophical perspectives together to help students understand science as a human endeavor. Three questions as addressed: (1) how did the Mendelian scheme, principles, or facts become labeled as laws, (2) to what extent do Mendel's laws exhibit characteristics of scientific laws, and (3) what are the implications for biology education. This paper argues that adding historical details about Mendel's successors and their actions at the time, coupled with explicit consideration of the particular nature of biological laws can provide educators and learners a more comprehensive account for understanding Mendel's laws, their explanatory and predictive functions, as well as the social context that facilitated their appropriation by the wider scientific community.