The last decade has seen fundamental changes in the way chemistry is taught. Many innovative and successful reforms focus on the first four semesters of college chemistry (1-13). However, relatively few innovations have been reported for the final four semesters of the chemistry major (14-19). These courses, which generally include physical, analytical, and inorganic chemistry, are also in need of reform (20). Because innovative curricula have been implemented in the first four semesters of chemical education, students come to expect a high level of instrumental and scientific sophistication. If no changes are made to bring at least the same level of sophistication to the final four semesters of the curriculum, students who elect to continue their study of chemistry may become disillusioned.We have recently attempted to apply accepted strategies of guided-inquiry and collaborative learning to a physical chemistry laboratory course. Our effort builds on the successful guided-inquiry approach used in many general and organic chemistry courses (1). The goals of this effort were threefold:1. Guide students toward planning their own experiments, independent data analysis, and independent data interpretation. 2. Increase student preparedness for and intellectual engagement in the laboratory investigations. 3. Give students an understanding and appreciation of a collaborative work environment.