The need for a borderless learning experience is apparent for many subjects, but is particularly important for the science major. We are living in an era when a strand of hair or piece of gum can identify a criminal, and the blueprint of our genes has been mapped out completely. Continuing to educate students merely in the "how to" of science technique--rather than the "what for" or "consequences of" the science--is not providing the whole picture. Instead of merely extending the content of each topic, science classes should incorporate any and all information needed to completely understand how each subject works in real-world terms. Support for the concept of an "integrated science" philosophy may be drawn from four main observations: (1) statistics show that most science graduates come from liberal arts institutions; (2) much of the subject matter of science is poorly understood without recourse to a discussion of social policy, economics, and cultural disparities; (3) the loss of many otherwise capable science majors may be linked to an inability to connect with the rigid practice of science; and (4) continuing to divide the curriculum sharply between science and non-science issues may help make students less civically minded in the long term. This article describes the inspiration behind the authors' teaching methods in upper-level science courses, and the strategies she has implemented to make her science courses borderless.