This paper describes efforts made by the faculty at Santa Fe Community College (Florida) to provide a learning-centered instructional environment for students in an introductory statistics class. Innovation in instruction has been stressed as institutions switch from "teacher-centered classrooms" to "student-centered classrooms." The incorporation of technology into content delivery reflects goals set forth by organizations like the American Mathematical Association of Two-Year Colleges. The paper describes one faculty member's class which combines content, technology and active learning. In the class, students are able to communicate with the instructor, attend virtual office hours, and participate in group discussions through e-mail. In addition to minimal traditional lecturing, instructors incorporate multiple pathways through learning materials to appeal to students with diverse learning styles. PowerPoint presentations, Lyris list server, a course Web site, and prepared lecture notes through a course supplement called the STAT PACK, are among the avenues employed. In addition, students are encouraged to improve their writing skills by providing articles for the STAT TALK newsletter. Although students were dichotomized according to previous computer skills background, the class still had a higher percentage of completers earning a passing grade than that seen for the overall statistics department. Development and improvement of such learning-centered instructional environments will continue. (JCC)