Assigning a popular nonfiction book as a supplemental text in organic chemistry can help students learn valuable skills. An analysis of student feedback on assignments related to a nonfiction book in two different organic courses revealed that students applied the information from the book, improved their communication skills, and were more enthusiastic about organic chemistry. Although a few students complained that the additional work was burdensome, the generally positive response to the popular nonfiction suggests that assigning such works can help organic teachers teach more than just the content of the course. (Contains 3 tables.)