As teaching becomes more "student-centered"--i.e. considers the learning needs and interests of students--it is likely that students will be more committed and, thus, better able to process the materials and, ultimately, learn more Biochemistry and Molecular Biology (BMB). Unfortunately, BMB teaching proceeds largely unaware--or in disregard--of pleas to pursue in that direction. A recent report on the state of BMB education in liberal arts colleges in USA concludes that introductory, intermediate, and advanced courses, all are by and large content-driven and lecture-delivered. Essentially, the report reveals the little concern teachers have for how and for what students learn in BMB. Students can learn substantially from one another when assigned more active roles in the learning process. In this article, the authors present an individual account that illustrates how unexpected outcomes can come out of listening to students in class. Furthermore, drawing both on personal experience and on the existing literature, the authors contextualize the importance of listening to students in BMB courses and list student-related factors that impact learning across subject areas. (Contains 1 table.)