In this report we examine students' perceptions of the implementation of carefully designed curriculum materials (called modules) in linear algebra courses at three different universities. The curricular materials were produced collaboratively by STEM and mathematics education faculty as members of a professional learning community (PLC) over several years. We have described the development and implementation of these materials elsewhere (authors, authors). Our focus here is on more detailed analysis of comments that student participants made about the impact on their engagement, perceived learning, self-confidence, and notions of the broader nature of mathematics.