This study assessed the effectiveness of the introduction of active learning exercises into the anatomy and physiology curriculum in a community college setting. Specifically, the incorporation of a spirometry-based respiratory physiology lab resulted in improved student performance in two concepts (respiratory volumes and the hallmarks of respiratory diseases) but not a third (the relationship between volume, pressure and airflow). Anonymous post-lab surveys indicated that the modification increased student's interest in the subject and encouraged interactive learning as well as the use of technology in the classroom. However, although test sections outperformed control sections in the lab midterm, the difference was statistically insignificant, presumably due to the fact that respiratory concepts only accounted for less than 20% of the exam.