The effects of clicker-use and active learning classroom activities on student performance in financial accounting principles were examined. A repeated measure design was used to compare performance on four exams between a clicker group and a non-clicker group, after controlling for GPA and age. A matched-pairs t-test was used to compare the effects of clickers and structured, peer-instruction (PI). In addition, students' perceptions of clicker-use were evaluated against the literature. The results indicate that the integration of clickers with structured PI, significantly affects students' performance. However, the use of clickers, in and of themselves, did not produce significantly higher performance results for students. Despite the limited performance effects, most of the students believe they learn more and perform better because of the clicker technology. They believe they are more actively engaged, are more motivated, and are more likely to attend class because of the clickers.