We investigate the impact of active learning techniques, specifically experiment based learning, in a Principles of Economics class. Our case study demonstrates that when using pedagogical techniques intended to facilitate active learning, teachers should be intentional about incorporating components of learning that appeal to students with different learning preferences and demographic characteristics. Drawing upon an earlier study by Emerson and Taylor (2005) we explore the effectiveness of alternative teaching methods conditional upon their learning style preferences, race and gender. We find no significant evidence of gains in learning outcomes from a single case study of experiment based learning. We conclude that experiment based learning as a pedagogical tool is most effective when it is adopted as the dominant teaching/learning strategy for an entire course. Repeated participation in experiment based learning has the potential to foster strategic thinking and provides catch-up opportunities for different groups of students. The use of experiment- based learning as an occasional teaching tool, while engaging students in the classroom, does not appear to translate into significant learning gains.