Science learning does not have to stop at the classroom door. A well-designed construction project takes as many opportunities as possible to give students additional scientific stimulation. A periodic table on the ceiling of a chemistry lab/classroom, footprints and fossils of amphibians and animals in a courtyard sidewalk, and a tessellation pattern in the floor tile extend science learning beyond the classroom door. In this issue's Commentary column, the author highlights several ideas that have been generated by science teachers across the United States that provide just the nudge needed to create something special beyond the classroom door.