The chemical laboratory, and other practical activities constitute an integral part of chemical education. In this contribution, attention is paid to alternatives to the expository instruction, which has been criticized for placing little emphasis on thinking. Consideration is given to inquiry and project-based laboratories, problem solving, context-based approaches, and student cooperative practical activities. Content knowledge and the proper observation of phenomena are central to laboratory. Demonstrations are particularly helpful in directing students' attention to the important observational stimuli in experiments. Conceptual understanding of chemistry is eventually provided through the submicroscopic and symbolic levels. Connection of the macro level with the other two levels is an integral but difficult task. History of science can be of great value here. The contribution concludes with some future perspectives for practical work.