Abstract. All reasoning, teaching, and learning occurs in a context. Normally, when a math educator designs and teaches an introductory math course, the implicit context is the training of prospective mathematicians. Even when the target audience is known to be populated with those who wish only to become intelligent users of mathematics, there is pressure from the traditional mathematical community to impart mathematical culture in the usual way, maintaining the "good taste and high standards" of one's own mathematical training. In this talk I will discuss how I have refocused and reprioritized the learning goals of a one-semester calculus course to address the problem of ensuring that a pharmacy student will acquire a mathematical understanding of the basics of kinetic modeling, including an introduction to reaction kinetics, Makoid-Banakar drug dissolution, first-order absorption models, and Michaelis-Menten enzyme kinetics. My approach has been to write a completely computer-based (Maple), interactive text, in order to create a learning infrastructure focused on student-active learning, visualization, problem solving, guided discovery, and gradual abstraction.