A perennial goal of science educators is to develop functional scientific literacy in their students, especially those who will not become professional scientists. This article provides an example of implementing a socioscientific issues approach in an undergraduate environmental science course that enables students to develop the knowledge, reasoning, and skills requisite for resolving complex issues in a sustainable manner for people and the environment now and in the future. This example incorporates an interdisciplinary approach by leveraging traditional laboratory investigations and information from outside of science proper to facilitate a deeper and more nuanced understanding of gray wolves returning to Northern California.