The frog abnormalities phenomenon was first discovered by students on a field trip in 1995 and their discovery sparked hundreds of scientific studies. This discovery has been integrated into the curriculum of thousands of students as a way to learn the scientific method, but the frog abnormality phenomenon is also well suited as a socio-scientific issue for teaching students about both the nature and process of science. Our goal here is to provide an integrative resource for post-secondary biology and environmental educators to incorporate frog abnormalities into their course context. We review the frog abnormality phenomenon, discuss frog abnormalities in the context of a socio-scientific issue, suggest ways in which post-secondary educators can teach the nature and process of science using frog abnormalities, and offer ideas for non-science educators to connect to the sciences using frog abnormalities.