Introducing students to the newest research in a field is a challenging task for an instructor. Commercially available course material is at least two to three years old, is not citable, and is not a realistic training aid for students planning to enter a scientific field. In addition, engaging students in discussions about current research topics is difficult at best, with most students preferring a passive approach to learning. I have used scientific abstracts for three years in my junior-level Genetics course at Louisiana Tech University to overcome this deficit in materials and active learning. Students are introduced to topics via abstracts within lectures, as quiz material, and as homework in order to develop their understanding of how and why research is performed, what information they can freely acquire, and how to access information for their own research. A discussion of the different techniques I have used to incorporate abstracts into course instruction and discussions are included. Solved and explained examples of abstract-based test questions are included as supplemental material. Assessment of the pre- and post-course capability of 69 students was performed using abstract tests. This assessment indicates an improved ability to understand and apply information contained in an abstract. (Contains 2 figures.)