Clickers offer instructors of mathematics-related courses an opportunity to involve students actively in class sessions while diminishing the embarrassment of being wrong. This paper reports on the use of clickers in two university-level courses in quantitative analysis and business statistics. Results for student retention and examination performance compared favorably to results in sections of the same course, taught by the same instructor, using the traditional approach of lecture and calling on students to answer questions. Both students and the instructor report higher levels of motivation. We offer suggestions for effective incorporation of clickers in classes that teach or apply mathematics. (Contains 4 figures.)