In the past, the problem of waste disposal in the sophomore organic chemistry laboratory was combated by using microscale experiments. While the microscale approach reduces the amount of waste generated, it introduces several pedagogical problems. First, the microscale experiments require “special” glassware to deal with the small amounts of material used and produced in an experiment that are not always similar to comparable mini- and macroscale equipment. Second, the microscale experiments routinely result in little or no yields. This result is disheartening to students and leads to an unnecessary anxiety in the organic chemistry laboratory. Third, rescaling a reaction does not fully address the issue of hazardous waste disposal or the need for environmentally friendly methods. Therefore, in order to teach students about alternative solvents, reagents, and reactions, we redesigned the organic chemistry I laboratory. Here we describe our process of redesigning the organic chemistry I laboratory from a microscale into a green organic chemistry laboratory. Our approach involved an investigation of the current labs performed in the organic chemistry I and II laboratories to determine their pedagogical value. We also discussed the skills/knowledge that students should obtain from organic chemistry I and II laboratories with science faculty. From this information, we outlined the knowledge/skills that a student should gain in an organic chemistry laboratory and searched the current literature for “green” organic chemistry labs that met the developed course goals. We also developed a three step inquiry-based, green synthesis as a capstone experience for the organic chemistry I laboratory.