State-of-the-art digital cameras open up enormous possibilities in the science classroom, especially when used as data collectors. Because most high school students are not fully formal thinkers, the digital camera can provide a much richer learning experience than traditional observation. Data taken through digital images can make the relationships between experimental variables more concrete to students. Bridging the gap between the concrete and formal allows students to better understand abstract concepts often taught in science courses. Students feel they are truly participating in the scientific enterprise when they use technology to collect and manipulate data. In this article, the author provides recommendations on equipment and illustrates how digital camera technology can be applied to Earth science, chemistry, biology, and physics classes. Some suggestions for incorporating digital data into Earth science classes include: students or teachers taking images of samples of minerals or rocks at resolution levels that allow identification of the samples by visual characteristics; and making digital records of factors such as steepness, turns, and terrain in stream tables. Suggested chemistry activities include: using digital images to capture what happens in a chemical reaction; and using teacher-taken images of specific lab equipment and proper setup in the chemistry course introduction. The uses of a digital camera in the biology classroom are limited only to student and teacher imagination. Some ideas include: students taking digital macro images of their progress in a dissection, providing a rich augmentation to sketches or drawings; and making records of vivid changes in an experiment such as a compost column, Winogrosky column, or growth on agar plates. Some suggestions for physics classes include: using digital images to determine indirect measures; making parabolic measurements when students are launching an object and wish to calculate the distance traveled or the maximum height obtained; and estimating displacement of objects after collision (momentum and conservation of momentum). Experimenting with all the options available on a modern digital camera will excite students and will encourage them to ask good questions from image sources that have been established by a digital camera rather than from a vague verbal description. These questions can often evolve into hypotheses and experiments that provide data to answer some of the questions. The examples of using the digital camera as a data collector given can be just the beginning. Student and teacher imagination can create many more. (Contains 4 figures.)