Many new instructional theories advocate centering instruction around a set of authentic tasks to improve application and transfer of knowledge and help students take more responsibility for their own learning. At BYU-Hawaii, a general education biology course was redesigned to follow this task-centered approach and then taught to two groups of students. Tasks were chosen for this course that required students to first learn and then apply their knowledge of biology. Technology was also brought into the course to help BYU-Hawaii reach its target areas for distance students. Overall, students feel that this course helps them take more responsibility for their learning and is more meaningful than other general education courses to which they have been exposed. Responses to tasks suggest that students who apply themselves learn critical thinking skills within the domain of biology and discuss biological topics in depth. (Contains 6 figures.)