A laboratory-safety course has been developed that is designed to introduce first-year graduate students to the array of dangers associated with research in the chemical sciences. We describe the challenges of creating an impactful course that seeks to convey practical laboratory-safety information in a classroom setting for students with a diverse array of interests. In particular, we have found that a flipped-classroom model highlighting case studies creates a concrete experience that actively engages course participants. In addition, the introduction of various pedagogical tools, including active-learning techniques (field trips, role-playing games, and group projects), were triggered in large part by recommendations from the students themselves.