One of the toughest hurdles to overcome in construction education is the varying levels of construction field experience among undergraduate students. Although an internship is a common construction management requirement, it is often completed after students complete classes in planning and scheduling. This poses a challenge for the modern construction educator concerning course design. If the instructor begins discussing activities that the inexperienced student has never been a part of, these students could fall behind their classmates. This article presents a technique for overcoming this challenge. Two-term project assignments required undergraduate planning and scheduling students to view several progress photos using current "Job Camera" technology to identify and sequence activities. A survey was administered to three semesters of students exposed to the teaching technique in order to assess the students' ability to identify and sequence activities before and after being exposed to the teaching technique. Survey results indicated that 88% of the respondents reported an improvement in the ability to both identify and sequence activities. Further analysis included a comparison of program exit assessment scores for students exposed to the technique versus those not exposed. A one-way analysis of variance (ANOVA) indicated that those exposed to the technique had significantly higher planning and scheduling scores than those who were not exposed to the Job Camera technology. (Contains 5 tables and 6 figures.)