Research shows that active student participation facilitates learning. However, encouraging undergraduate college students to engage meaningfully in classroom discussion and to respond to questions, especially in larger classes, can often be frustrating for instructors (Weaver & Qi, 2005). Set against a focused review of the literature, the authors of this descriptive "action research" study explored reasons why students may be reluctant to speak up in class. Based on feedback received from student surveys and in-class discussions, they provide their insight-based recommendations for ways to encourage more participation and discourse in college classrooms. The authors also discuss influences of course and program characteristics (focus, content, size), learning and teaching styles and strategies, as well as instructor and student characteristics (gender, age, race/ethnicity) on student participation. (Contains 1 figure and 1 table.)