The purpose of this study was to determine if there were any statistically significant differences in the pretest and posttest examination scores between students in two undergraduate biology classes taught in two fundamentally different praxes at the University of Nevada, Reno. Biology 100, an introductory biology course for non-majors, was taught in a traditional lecture and laboratory format. Biology 110 was a newly created course designed for elementary education majors using an approach recommended by the National Science Education Standards. This approach includes inquiry, collaborative work, and investigations. Data analyses should reflect any difference in students' understanding of the biological content presented in each course based upon final examination scores. The instructional format (inquiry and hands-on) used in the Biology 110 course for elementary education majors did prove to make a significant difference in biological content learned in the undergraduate course. (Contains 14 references.) (MVL)