This article describes and illustrates a physics course for first-year college students whose only knowledge of physics is that they do not like the subject. The physics content is driven entirely by what appears in the daily newspapers and generally covers most physics topics in a semester. This course was structured as a learning community that combined English and physics in a single 6-credit course. Most of the writing assignments were about physics. A semester-long overview is shared, as is the instructional model for Newspaper Physics. We also provide three examples of how this model is used. Findings indicate that students gained higher physics content knowledge, higher-order thinking skills, greater confidence in seeking help and understanding science, and more opportunities to work with peers outside of class. This study contributes community-based interdisciplinary teaching and learning strategies.