We have developed a student-centered approach for teaching Biochemistry to science majors at Widener University. Currently the Biochemistry sequence at Widener University is a two-semester lecture with an optional laboratory course. Here we will discuss the lecture portion of the sequence. The first semester of the course discusses the protein structure/function relationship, enzymes, carbohydrates, lipids, and cell membranes, while the second semester focuses on basic metabolic pathways. The topics in Biochemistry I are introduced solely through the use of problems. Each chapter or topic is introduced using take-home start-up exercises that are designed to provide the students with the necessary background to proceed with the class exercises. The first semester class exercises consist of class problems designed as group exercises that challenge the students' critical thinking ability in addition to strategically introducing biochemistry topics. The class problems are followed by group or class discussions where necessary based upon the assessment of �answer sheets� submitted by each group. In the second semester, students continue with the problem based approach applied to medically based case studies that emphasize critical thinking, research skills and the interconnections of metabolism. Topics are introduced with a short lecture and then examined in more detail with class discussions on weekly story-centered case study problem sets. Students may work in groups but submit their individual work on the problem sets for assessment. The second semester culminates with each student writing an original case study problem set supplemented with teaching notes. The student then facilitates the class discussion on their case study problem set. We will report on our experience from the past two years with the 2-semester sequence in addition to the 1-semester sequence where the method was first introduced.