We evaluated students' perceptions and reactions to an active learning Karaoke Video project in both a large (104 student) undergraduate class in Natural History of Georgia and a small graduate seminar in Fish Ecology. Undergraduate responses were evaluated with both questionnaires and triangulation interviews and graduate student responses evaluated with interviews alone. There was a slight majority of first and second year students (64%) in the undergraduate class. Students' majors/proposed majors were dominated by non-science categories, with 76% reporting non-science and 11% reporting science (13% no response). The overwhelming response of students to the 10 question Karaoke Video project questionnaire was positive (p << 0.0001), and 83% responded that the project aided in learning class material. Triangulation interview responses from undergraduate students supported questionnaire results, and graduate students also generally perceived the exercise as positive. Our results indicate that both undergraduate and graduate students responded positively to the Karaoke Video project and that these responses did not vary over several potential inter-student biases. This project was completed with the approval of the Institutional Review Board of the University of Georgia.