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In this paper, I describe a project-based approach to teaching phylogenetic reconstruction. Multiple case studies have attempted this, and the use of tree-building exercises have been shown to improve students' abilities to read and interpret tree topologies ( Eddy et al., 2013). The obvious solution would be to implement more effective pedagogical techniques in introductory biology classes for teaching phylogenetics. However, previous studies have shown that even advanced biology students often harbor a variety of misconceptions about building and interpreting phylogenetic trees ( Lents et al., 2010). In upper-level biology courses, where advanced students are expected to delve into the literature in detail, many instructors often assume that their class has at least a basic understanding of phylogenetics and is able to interpret the topology of a phylogenetic tree if one is included in an assigned research paper. Students are also expected to have covered the “morphological versus molecular tree” debate in which themes such as convergent evolution and homology are reinforced. Undergraduates in most biology programs across the United States are usually introduced to phylogenetics early in their introductory coursework with technical terms such as “monophyly,” “parsimony,” and “synapomorphy/symplesiomorphy” becoming staple terms in their vocabulary by the end of their freshman year. The discipline plays a central role in the understanding of modern evolutionary theory but also extends to other fields such as DNA barcoding, phylogeography, and conservation biology ( Avise, 1989 Hajibabaei et al., 2007). Phylogenetics is the study of the evolutionary relationships of individual species and groups ( Nei & Kumar, 2000).