This study compared active teaching strategies with passive lecture by evaluating cognitive, affective, and psychomotor learning outcomes, while highlighting end-of-life communication in nursing education. The problem addressed was twofold: First, passive lecture prevents transfer to situational decision-making, or a sense of salience (Benner, Sutphen, Leonard, and Day, 2010). Second, death discussions are more complicated than standard communication courses teach. The design was comparative, quasi-experimental, and posttest-only with control. Instruments included a multiple-choice test (Malloy, Virani, Kelly, & Munevar, 2010), a survey measuring openness toward end-of-life communication ("Questionnaire for Understanding the Dying Person and His/Her Family" , Yeaworth, Kapp, & Winget, 1974), and an observational checklist called the "Simulated Client End-of-Life Communication Scale" (SCEOLCS). The sample was 46 senior level baccalaureate nursing students enrolled in a private Upper Midwest school of nursing. Significant psychomotor differences were revealed (t(46) = -5.65, p=<0.001). No measurable cognitive and affective differences existed. Still, results favored active teaching in all domains. Significant correlation existed between cognitive outcomes and grade point average (r=0.338, N=46, p=<0.05), and marginal correlation between affective outcomes and GPA (r=-0.288, N=46, p=0.052). The SCEOLCS demonstrated internal consistency (alpha=0.902). Active teaching strategies improved the nursing student's sense of salience during end-of-life communication. Ultimately, nursing students were better prepared for one of their most underestimated and rewarding roles, caring for dying patients and their families. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]