The use of history in science courses can humanize science, help students refine their critical thinking skills, promote a deeper understanding of scientific concepts, and address common student misconceptions that often resemble those of past scientists (Matthews 1994). The challenge for teachers is how to effectively incorporate history into the science classroom while at the same time being mindful of the multiple constraints that govern classroom practice. This article describes the various steps of using the history of science approach and includes two examples—one from a classic story of evolution, and another from the history of sickle cell anemia research.