Field trips, field courses, and other forms of field-based pedagogy have a long and storied history in geography and are frequently described as essential components of geographic education at the college, secondary, and primary levels. A recent and expanding literature on best practices for field-based geographical education provides instructors with guidance on a number of issues related to teaching outside the classroom, often with special emphasis on service learning, community-engaged practice, and critical pedagogy. In this article, the authors describe a pedagogical addition to field teaching that is designed to promote full engagement in non-classroom settings. They find that maintaining high levels of student engagement enables a richer and more substantial interrogation of familiar geographic themes like place differentiation, functional spatial relationships, and human-environment relations. Although designed and piloted with incoming college freshmen enrolled in a first-year experience course, the technique described can be adapted to part-day, full-day, and multi-day field experiences with students of any age and educational level.