Communication, critical thinking, and collaboration are outcomes we hope students will learn from experts in “other” courses. But if science teachers value certain skills, then they should accept the challenge to help students learn those skills in a scientific course. Teachers can design assignments that help students learn skills while learning content. If a skill is valuable enough to list on a mission statement or as a program goal, then each teacher can take responsibility for helping students learn. And each program should work to ensure that graduates are armed with the necessary skills that they should develop during their undergraduate years.