In the creation and dissemination of knowledge, science disciplines use a wide range of disciplinary-specific resources such as graphs, diagrams, mathematical representations, hands on work with apparatus, technical language, etc. In my work I study how students experience such specialized resources and come to view them in the same way as experts in the field. In particular, I am interested in what we as university teachers can do to help students in this process. In this presentation will use some examples from astronomy to illustrate a number of educational issues that can arise when teaching undergraduates using disciplinary-specific resources and discuss potential ways in which these issues can be addressed.