Teaching introductory anatomy and physiology (A&P) requires a careful balance of conveying core content while at the same time fostering a deep interest in the subject matter. This is especially true in the laboratory where students are expected to not only master experimental procedures but also connect what they learn in the laboratory to course content. Traditional laboratory courses often have students follow "cookbook" style procedures. While these lab activities expose students to specific techniques or equipment, they are often at the expense of a deeper understanding of the content. The core concepts of physiology were developed to allow students to engage with course content in ways that build an integrated, conceptual understanding applicable to multiple physiological topics. In this article we describe the redesign of an undergraduate A&P laboratory course structured around three core concepts: scientific reasoning, structure/function, and systems integration. These concepts provide a framework whereby students can more effectively transfer concepts from one system to another. The course was redesigned into a "flipped" format in which students are first exposed to content prior to lab and laboratory activities were restructured to be inquiry- and problem-based. The goal of these curricular changes was to shift the focus from mastery of technical skills and declarative knowledge towards fostering critical thinking and clinical reasoning skills. An approach to the laboratory that includes the interrelated functional importance of systems and structures can create an engaging class atmosphere and deepen student's interest in the complex world of physiologic function.