Students in agronomy often lack practical experience in diagnosing and solving crop management problems. This article describes a course taught at Purdue University designed to equip students with better skills in these areas through additional hands-on experience. A field laboratory setting for the course is provided at the Purdue Crop Diagnostic Training and Research Center located near campus on 8 ha of the Purdue Agronomy Research Center. There, students work directly with a comprehensive range of crop management topics. Students also work to define their diagnostic abilities as they learn to recognize crop problems caused by insect pests, diseases, herbicide injury, and stress factors in the growth environment. Endof-semester evaluation by students indicated that the scope, format, and rigor of the course were appropriate. Subsequent evaluations by course alumni affirm the value of this field laboratory for teaching crop diagnostic and management skills. Surveyed 1 to 2 yr after completing the course, alumni rated it in the top 14% of courses when compared with the normative group at Purdue University (all courses using the university's standardized course and instructor evaluation form since 1974). The preparation and teaching of a course such as this is very demanding. However, the benefits of this field laboratory experience are great for students as they refine their crop diagnostic skills and prepare for a professional lifetime of learning.HOWE AND DURR (1982) noted that "concrete operational thought uses real objects, situations, and experiences as the basis for logical thinking." Their studies verified the educational values of hands-on experience in teaching higher-level concepts. Fisher (191 l) addressed teachers of agronomy in the early days of the discipline noting that, "Instruction in crops should comprise both classroom and laboratory work. Laboratory work should give practice in applying and observing some of the principles laid down in the classroom." His early wisdom still applies, since most of today's agronomy departments provide excellent classroom laboratories to complement introductory courses in crops and soils. Classroom laboratories are also commonly available for upper-level courses in such specialized subject areas as