Lack of class preparation by students is an impediment to establishing an active-learning classroom community. Participation Preparation Assignments encourage students to complete assigned reading and to work with relevant concepts in active ways even before arriving in class. The author presents empirical data (both objective and attitudinal) supporting the use of this technique. The article also provides numerous examples of assignments and discussion of integrating the assignments into an active-learning classroom. (Contains 2 tables and 1 footnote.)