Abundant research and literature suggest the unreflective use of PowerPoint (PPT)-type presentations to deliver core content in higher education classes may have a negative effect on student learning (Driessnack, 2005; Kinchin et al. 2008; Maxwell, 2007). Many students rely heavily on downloadable notes from electronic delivery to the exclusion of out-of-class assigned reading in preparation for assessment (Driessnack, 2005; Kinchin et al. 2008). Concurrently a continual shift of student focus away from class preparation and self-learning (Clump & Doll, 2007; Lord, 2008; Sappington, Kinsey, & Munsayac, 2002) fosters an environment where students forgo preparation and rely on professors to distill information from texts and render appropriate content conclusions (Adams, 2006; Song et al. 2007). If students do not possess sufficient core information on a subject for class discussions and activities, conceptual change through active learning is hampered. This mixed methods research examined the influence of PowerPoint presentation as a means of delivering content in higher education courses and the influence of this instructional mode on assigned student reading completion. Participants included faculty members and students enrolled in one program discipline area using separate student and faculty member online surveys, two student focus group sessions, a faculty focus group session, and separate student and faculty interview sessions and document analysis to collect data. Several categories of qualitative research were utilized to understand the unique characteristics of this topic: (a) case study, (b) phenomenology, and (c) grounded theory. The study findings revealed several emerging themes from student and faculty participants through conceptual mapping: (a) an informational "sifting" generation, (b) differing faculty philosophies of teaching/learning theory, and (c) co-dependence of student motivation and teacher reflective instruction. Overall the research discovered that reflective use of PPT and other student centered learning perspectives could positively impact assigned reading and other characteristics of active learning in the classroom. [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.]