An action learning process was used at a large Midwestern business college ("LMBC") to promote greater use of active learning approaches in the classroom. At an all-college gathering, faculty received instruction and encouragement in the use of the case method in their respective classes. Faculty were subsequently surveyed about their use of lecture versus other more active classroom learning activities, such as problem-solving, case discussions, group work, and individual reflection. Results obtained demonstrated widespread use of active learning across the college, though with many differences based upon academic discipline, rank, age, and gender. Connections are made to models of change and experiential learning theory.