Introductory organic chemistry courses typically focus on predictions of reaction products or mechanisms based on simple canonical models of how molecules engage with one another. Such predictions are complicated by the empirical reality, which is often at odds with the “textbook picture” of a reaction. Instructors have rightfully called into question the value of these kinds of intellectual exercises, based as they are in a kind of pseudoscientific fantasy. In the current time of remote instruction, the ubiquity of this fantasy on the Internet adds to the urgency of reconciling the complexity of the actual science of organic chemistry with the need to teach the subject to a broad cross-section of undergraduates. In this seminar, I will discuss my efforts to structure my Organic Chemistry II course to promote experimental reasoning, exposing students to both the canonical or “zero-order” picture of organic chemistry and experimental design aimed at making “first-order” corrections to this picture.