Robotic telescopes have significant pedagogical benefits. They vastly improve access to astronomical imaging. Students with internet access have the tools needed to take striking images and even carry out research. Not only will students learn about astronomical topics, they will also learn how research in observational astronomy is conducted. Furthermore, robotic telescopes improve the equity and accessibility of observational astronomy. To achieve these benefits, the University of Manitoba has recently built its first robotic observatory, the Glenlea Remote Observatory. Further, our students’ will have many more observing hours per term, which had previously been limited to class hours, and will be able to observe in significantly more comfortable conditions than the Winnipeg winter. I am both excited and hesitant about the transition to a robotic telescope. The course had consisted of many trips to observe under a clear, dark sky. Some of the most memorable moments have been reliable, such as the awe of seeing the Milky Way for the first time, while others have been spontaneous and transient; StarLink launches, meteors, the aurora, a fireball, and even sprites. The shared sense of wonder has impacted me as an educator and studies show that it is important pedagogically. Further work shows that using robotic telescopes generates excitement and motivation compared to textbook based learning. Is the sense of wonder the same with a robotic telescope than when under a night sky when operating a telescope in person? If not, since not everyone can get to an observatory, what are the ways the wonder can be incorporated?