Research has shown that a moderate to high level of Active Learning (AL) is helpful for all students, especially for disadvantaged students. In this study we measured student perceptions of case-based learning (CBL), a type of AL, in anatomy and physiology courses at a four-year university and a community college. We compared perceptions of CBL to student final grades and several demographic factors including sex, ethnicity, and socioeconomic status (SES). We found that students with higher final grades tended to feel that CBL increased their confidence with the course material and helped them build relationships with other students. We also found that students with lower SES were more satisfied with CBL activities and vice versa. Student populations with a higher proportion of disadvantaged students may benefit from higher levels of AL, while classes with more advantaged students may benefit from a moderate level of AL with mixed learning techniques.