Designing a new science laboratory or renovating an existing one can be an exciting experience. Though science teachers may have a better understanding of laboratory needs than most administrators, many schools tend to limit or exclude them from the planning process. What’s worse is that science teachers have to live with the mistakes, omissions, or inadequacies that result from misguided laboratory design. What should science teachers’ level of involvement be in the process of planning and building a new lab? This column describes their role each step of the way.