The spaces and structures used for undergraduate science often work against new teaching methods and fail to provide environments that attract the brightest students to science. The undergraduate science building often offers little to inspire the imaginations of young minds. The typical undergraduate science building also tends to work against the idea of interaction, collaboration and innovation. Faculty members frequently are segregated by department and isolated from students. Teaching and research laboratories typically are segregated by discipline. General science labs are near the "front door," with classrooms for science majors on upper floors. Many science buildings offer little to encourage students and faculty to feel that they are part of a community of science or the larger campus community. In order to understand how science will be taught in the future and its impact on structures and spaces, administrators should understand future trends in science itself. Exciting trends include computer modeling and virtual reality, genomics and nano-science. The Internet has accelerated the pace of discovery. Even the most complex data and images can be shared instantly around the world. It also is important to understand how mainstream research organizations that are "doing science" view these changes. It is through this understanding that new teaching methods can be shaped, and spaces and structures can be designed to support their mission. What will science buildings of the future look like? How can the design help institutions reach new generations of students? How can schools design science buildings to be places that attract the best students? This article provides some tips: (1) Teaching laboratories should be dynamic, connected places; (2) Student research laboratories should be dedicated and visible; (3) Faculty laboratories should encourage faculty to continue their research, but not at the expense of student involvement; (4) Building organization and common spaces are important; (5) Buildings designed to teach science should look like it; (6) Non-majors are important, too; (7) Faculty offices; (8) Make the building a model for environmental responsibility; (9) Classrooms can be a key asset; and (10) Campus location is important.