Inquiry-based instruction has been shown to increase student motivation, engagement, and achievement in biology education. In this paper, we describe how we used an open-inquiry—based approach to engage undergraduate and graduate students in an upper-level conservation-biology class. As part of this course, students designed and implemented a research project using camera traps to examine questions related to wildlife conservation on their local campus. Students derived their research question through introductory readings and discussion regarding on-campus conservation issues. This approach allowed students to take ownership of the project, fueling enthusiasm and motivation, and promoting the development of core scientific skills. The students organized themselves into research teams at the beginning of the semester, a technique that mimicked how realworld conservation biologists collaborate on large-scale projects that require a range of knowledge and skills. In addition, teamwork allowed students to develop collaboration and communication skills and made them accountable to their peers for class performance. Given the applied nature of this course, the students also engaged in public outreach related to their research via social media and public presentations. These activities gave students the opportunity to learn how to interact with multiple stakeholders and deal with controversial issues in conservation biology.