Teachers are obligated to engage students in science and excite them about the wonder and amazement of investigating the world. Teachers need to be willing to move from a lecture-oriented classroom to a student-centered classroom that engages students in inquiry. In this article, the author describes how she moved toward a student-centered classroom by redesigning her unit on gas laws based on the 5E instructional model: engagement, exploration, explanation, elaboration or extension, and evaluation. She aimed to focus students' interests on what she needed to teach. She had to motivate students, encourage their curiosity, and generate enough excitement that students would want to ask questions and seek answers; not an easy task at the high school level. She considered the unit a complete success. Students were actively involved and taking responsibility for their learning. They seemed to enjoy what they were doing and were constantly asking questions and wanting to expand on the experiments. (Contains 2 figures.)