Physical science courses have historically been taught from a variety of perspectives or emphases. In many cases, the instructor decides on the perspective and textbook for nonscience majors, so students rarely have a voice in the decision. This top-down approach and a potential gap between what instructors and students expect from a general education physical science course partly explain why students tend to see this course as boring and not applicable to their daily lives. In this study, college students weigh in on what emphasis might be more interesting and engaging in a physical science course for nonmajors. (Contains 2 tables.)