At the postsecondary level, instructors widely use a lecture format to impart knowledge to students. With this pilot study, the authors examine the effects of guided notes and response cards on students' performance on weekly quiz scores and in-class participation. Using an ABCBC withdrawal design, guided notes and response cards used together are found to increase students' quiz scores. Frequency of active student response is higher with use of response cards in comparison to when students are asked to raise their hands to answer teacher-posed questions. Results of consumer satisfaction surveys reveal that most students prefer guided notes and response cards to traditional-style lectures in their college classrooms. Based on the tentative findings of this study, future directions for research and implications for practice are discussed. (Contains 3 tables and 2 figures.)