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This paper reports on a small scale study undertaken at the University of Iowa to examine whether students perceive a difference as to the value of learning in General Education Requirement (GER) science classes compared to learning in science application courses. It also explores the need for a different approach to the teaching of science courses for non-science majors. Sixteen students were given a questionnaire that elicited the students' perceptions of the GER science courses and the science application courses they had taken. Results indicate dissatisfaction with GER courses when compared with science application courses. All respondents indicated that science application courses provided a better environment for developing student creativity than the GER science courses and also encouraged students to actively practice science and to apply the activities to real world situations. It was concluded that this study supports the statement that many students are turned off by the traditional science courses oriented around a lecture format with memorization of facts. Contains 14 references. (JRH)