Engineering education research has empirically validated the effectiveness of active learning over traditional instructional methods. However, the dissemination of education research into instructional practice has been slow. Faculty workshops for current and future instructors offer a solution to promote the widespread adoption of active learning in engineering classrooms. However, most of the existing research has relied on faculty selfreporting to evaluate the success of engineering faculty workshops. Researchers have noted variations in self-reporting and the actual classroom implementation. In this paper, using classroom observations, faculty interviews, student surveys, and focus groups, the authors examine an engineering instructor's postworkshop implementation of active learning in an electrical engineering course. The findings demonstrate the influence of faculty conceptions of teaching in the selection and design of activities and the subsequent impact of these design choices on student engagement. The authors report the instructor's and students' responses to the active learning exercises and present recommendations for engineering faculty development.