Ecofeminist science pedagogy has received scant attention in the educational literature. This article presents an ecofeminism framework for the teaching of college-level botany courses. This didactic approach emphasizes women's experiences, appreciation for the accomplishments of women in science, connection to real world learning exercises, group activities, spiritual and religious connotations, and direct interaction with nature. In addition, instructional emphasis is on enhancing critical thinking skills and attitudes toward the scientific enterprise of students. Furthermore, botany appears to be the science best suitable to embrace an ecofeminist science perspective.