Students enrolled in a large-lecture, non-majors biology course employing a diversified instructional approach featuring both instructor-centered and student-centered techniques evaluated the effectiveness of each approach in fostering course goals. Students perceived both approaches to be effective to some extent. Students indicated that the instructor-centered approach was more effective than student-centered instruction in fostering knowledge of biological content and of the nature of science, making the course meaningful, and promoting interest in biology as a discipline. Student-centered instruction was perceived to be more effective in engaging students in the learning process, helping students construct their knowledge, and making the course interesting. Students indicated they preferred a diversified instructional approach, noting that the varied instructional environment helped to keep the classroom atmosphere engaging. (Contains 2 figures and 1 table.)