Knowledge of scientific principles and practices is vital to creating informed citizens. At its core, science helps create citizens who question the why and how of things, while also increasing knowledge of the world and beyond. Humans by nature are curious and thrive when they are engaged in learning that relates to real-world situations relevant to their lives. Unfortunately, many scientific courses are based on rote memorization and regurgitation of knowledge taught in a lecture format. Active learning, on the other hand, in co-taught non-majors biology classes has been found to be an effective methodology that allows students to more easily understand presented concepts. This paper will detail activities and student data for an elective interdisciplinary non-majors biology course taught at the University of Mary Hardin-Baylor. Titled "The Visual Art of Biology," this class was a collaboration between the Biology and the Art departments. It was offered in Spring 2022 and had 12 students from various majors, including graphic design, biology--pre-physician assistant, studio art, art education, and business management. The class was structured so students would learn biological concepts and incorporate those ideas into artistic creations. Students learned about the impact of global warming, species invasions, habitat destruction, and biodiversity. In addition, they investigated various materials and ecological systems while considering the potential impact of their own actions when making art. Assessments involved quizzes, exams, reflective essays and research papers to gauge understanding of content and allow instructors real-time feedback. Comments were positive through course evaluations, written emails, and verbal feedback.