Our writing is based on three premises. First, life sciences students are motivated by and respond well to actual data related to real-life sciences problems. Second, the ultimate goal of calculus in the life sciences primarily involves modeling living systems with difference and differential equations. Understanding the concepts of derivative and integral are crucial, but the ability to compute a large array of derivatives and integrals is of secondary importance. Third, the depth of calculus for life sciences students should be comparable to that of the traditional physics and engineering calculus course; else life sciences students will be short-changed and their faculty will advise them to take the ‘best’ (engineering) course.