Biology students need special incentive to learn plant physiology. Framing plant function as 'behavior' analogous to animal neurobiology and behavior and integrating active learning methods is a successful way to generate an inclusive space for a wide range of learning styles, cultural backgrounds, and scientific contributions. Senior undergraduate biology students majoring at the University of Washington in Seattle take courses emphasizing genetics, the molecular mechanisms of gene expression, signaling and regulation of metabolism, ecology, conservation, and evolution. Some of us have specialized in physiology, meaning, in our department, primarily the neurobiology and endocrinology of animals. A few of us have studied plant physiology in a Course-Based Undergraduate Research Experience [1] focusing on the adaptation of common bean plants to drought [2]. Plant physiology, it turns out, is just as difficult as animal physiology if not more so because we cannot readily identify with the experience of being a plant. Compounding this problem, there is relatively less information available in the literature and texts explaining how plants function, compared with animals. Plant physiology becomes tantalizing when it addresses puzzles such as How do plants 'eat' light? How do plants sense drought? How do plants detect herbivores or know that their neighbors are being attacked? How do plants distinguish kin from a stranger? These are the questions that are addressed in Biology 422, Physiological Basis for Plant Behavior, and the focus of this article.We thank all the students over the years who have contributed to the design of Biology 422, Plant Behavior. In particular, the students in 2019 and 2020 who developed new models for plant behavior and worked to locate physiological mechanisms, known and unknown, that might explain plant function. Priya Rabadia and Olivia Kaplan contributed to this article.The course was expertly guided to expand into the realms of culture and anthropology by Kristi Onzik (PhC, Anthropology, University of California, Davis), who assisted instruction in 2019 and provided input to this article, and by Dr. Jennifer Doherty (Biology, University of Washington), who constantly questions and provokes students to think in our department's physiology courses.