This article describes an active learning strategy for engaging undergraduate business students, a group often ignored in scientific pedagogy, in learning about renewable energy technology and associated trade-offs. I designed a small-group activity to appeal to and engage business students, but the exercise could easily be used for a variety of other groups of students. I coupled this activity with a pre- and postcontent clicker question to survey shifts in student opinions of renewable energy options. I also used a short paper survey to determine the ranking of nine different teaching strategies used to convey new information in the course. Over one third of all students changed their responses between the pre- to postchoices. In-class lectures, followed by class discussions and then video clips, received the highest overall ranking scores for teaching strategies that provided new information. This active learning exercise was designed to mimic an activity that business students are already familiar with, and it provided a platform for students to engage in discussing the value and trade-offs of renewable energy technologies.