Teachers can easily identify what subjects their students have trouble with, whether it is transcription and translation, glycolysis and fermentation, balancing chemical equations, or vector analysis of forces acting on an object. This article describes a method which teachers can use to make these complex issues more accessible to their students and at the same time incorporate more inquiry into the classroom. The method is based on a summer workshop in which teachers collaborate with their colleagues to remedy learning “bottlenecks” that they have identified in their courses.