"Why do I need to know this if I don't want to be a scientist?" is a question middle school teachers probably hear on a regular basis. In an effort to answer it, the authors have tried to appeal to students' varied interests, and thus developed myriad ways to show students how science is a part of their everyday lives. What is described in this article is an example of one of those efforts. It is a guided inquiry lesson (part of a larger unit on light) that is designed to help students develop conceptual understanding of the primary colors of light and differentiate between additive and subtractive color mixing. The lesson takes two class sessions of approximately 50 minutes each, plus a trip to a theater to demonstrate theater lighting equipment in context of the stage. This lesson demonstrates one way to integrate other disciplines, and connections to the arts appeal to groups of students who may not otherwise be excited about science. Being able to do this successfully will provide an irresistible invitation to those students who think science is not for them. (Contains 2 figures, 1 resource and 1 online resource.)