Recent research on science teaching and learning defines science as both a body of knowledge and a process (NRC 2007); it is the integration of science content, practices, and core ideas (NRC 2012). It would follow that science learning should parallel what science is and how it is done; students should not be just consumers of scientific knowledge, but also producers who engage in scientific processes to acquire deeper understanding. Instructing with phenomena provides opportunities for students to do and learn science. Recent efforts to teach science in authentic ways has resulted in a flurry of curricular resources and instructional briefs that use phenomena as the basis for good science instruction (e.g., Achieve; Ambitious Science Teaching; Nextgenstorylines.org). As such, an internet search for phenomenon +NGSS results in websites with lists of GIFs, videos, and suggestions. But what are phenomena and how should they be used to support science learning? This article explores the characteristics and uses of phenomena through examples and non-examples.