Science is, at its core, an empirical discipline: Theories must coordinate with evidence obtained through systematic, scientific investigations. Learning science involves learning how science is done, not just what science has found, and so nearly every introductory college science course has an associated laboratory component. The value of these labs, however, has often been called into question, particularly when considering concerns about the associated space, time, equipment, and personnel needs. While most scientists would argue that science education must include lab experiences, there had been little research done to study their effectiveness. As evidence begins to accumulate, it has become clear that traditional, overly structured labs designed to reinforce lecture material have little educational benefit. This chapter aims to answer the questions: Why? and What do we do about it?. © Springer Nature Switzerland AG 2020.