Primary literature--consisting of novel peer-reviewed articles and conference proceedings--has been associated with several positive outcomes for students within undergraduate science courses. Primary literature is the principal method of written scientific communication and emphasizes the development of scientific knowledge. It also provides a window into researchers' methods and logic used to explain natural phenomena. However, despite evidence demonstrating the benefits of using primary literature in undergraduate science courses, no review of this literature exists. This article reviews several approaches to teaching with primary literature in undergraduate science courses and student outcomes associated with these approaches.