Onondaga Lake, in Syracuse, NY, is described by the EPA as one of the most polluted lakes in the US. High levels of heavy metal and semi-volatile organic contamination provide an excellent case study that serves as the cornerstone for an environmental geochemistry course at Colgate University. Our course is designed to teach students basic environmental analysis skills including experimental design, sample preparation, analytical instrumentation operation, data processing and statistical analysis, and preparation of a collaborative scientific paper. Participating students generally have some background in environmental geology, but rarely more than one semester of chemistry. The Onondaga Lake project is the focus of the course for approximately half the semester. At the outset of the project, students are presented with a driving question that is answered through a series of guided field and lab investigations, such as an assessment of the environmental consequences of a proposed marina along the lakefront. The students' first task is to delve into the lake's environmental history, including identification of contaminants, location of point and non-point pollution sources, and clean-up efforts. Students then participate in 2 field trips to the site. First, students learn the geography of the lake system, collect sediment and water samples, and observe mitigation efforts at the wastewater treatment plant. The second trip is 2-3 weeks later, after students have assessed further sampling needs. Identification and quantification of organic compounds are accomplished by GC-MS, and heavy metal contents are determined by ICP-MS. Students compile their results, perform statistical analyses, and collaboratively draw their conclusions regarding the impact of the proposed project. The final product is a single report written by the entire class, an exercise in organization, cooperation, and planning that is usually the most challenging, but ultimately the most rewarding, aspect of the project. Basic laboratory and data processing skills are introduced to the class as they become necessary, but not before they are applied to the project. We have found that students find these very real environmental questions so compelling that they are motivated to learn the necessary skills when, in a more isolated laboratory setting, they would often otherwise be intimidated by them. Instead, the Onondaga Lake case study provides students with a powerful motivating force to learn both environmental geochemistry and the underlying chemical principles.