Science faculty at small community colleges often face the problem of teaching courses at off-campus locations without laboratory facilities or equipment. An introductory physical science course offered at Southampton Correctional Center in Capron, Virginia, illustrates one approach to this problem. First, the instructor met with students prior to the course, surveyed their interests, and made a list of topics from various science disciplines, including "Why We Need to Understand Science,""What Is Life?""DNA, Genes, and Genetics,""The Origin of Species,""Measuring the Unmeasurable,""The Earth,""Ecology,""Energy,""Cosmology," and "The Solar System." In the lecture part of the course, students were introduced to scientific thinking and the roles that intuition, inductive and deductive reasoning, and models play in this process. Because of the diversity of topics covered, copied handouts were used rather than a single textbook. The laboratory requirements of the class were fulfilled by having students view 32 hours of videotapes on the topics covered in lectures and handouts and write papers on 10 of the tapes. Students were instructed to evaluate the tapes in terms of the point of view and biases of the presenter, whether the content was based on scientific evidence, and how successful the presentation was. Excellent student papers and exam performance, lively discussions, and positive student comments provided evidence that the course's objectives were met. (VVC)