The authors discuss the effectiveness of the Quality School model and active learning in an undergraduate classroom setting. They compare performance levels of students in two course sections of Principles of Macroeconomics and two sections of Managerial Communications. Students are given an opportunity to help shape the structure of the information covered based on their own interests and concerns. The results support predictions of improved student performance in classes where the Quality School model was implemented relative to those where it was not. (Contains 2 tables.)