Current reform documents place a strong emphasis on students' understandings of the nature of science (NOS). Interestingly, the importance of this educational outcome is not new and has been agreed upon as important by most scientists and science educators for the past 100 years. Despite numerous attempts, including the major curricular reform efforts of the 1960s, to improve students' views of the scientific endeavor, students have consistently been shown to possess inadequate understanding of several aspects of NOS. The reason for this problem is twofold. First, there is much confusion about NOS (it is often confused with inquiry) and second, there are few research-based resources available to teachers to facilitate the teaching of NOS. In this article, the authors offer some suggestions on both fronts. They first provide the meaning of NOS and enumerate its seven aspects that are generally agreed upon. Then, they describe a popular laboratory activity that is widely used by biology teachers and present the same activity restructured to help students learn about NOS. (Contains 1 figure.)