Although active learning is well-known to positively impact student academic achievement, there is limited research on classroom behavior, interaction, and engagement in active learning settings. This research applied an explanatory case study method in order to describe students' behaviors, interactions, and engagement in an active learning classroom (ALC). Students' behaviors and interactions were categorized according to active learning teaching strategies. Findings reveal students exhibited positive engagement with the course content through the exposure of multiple active learning opportunities; however, engagement with the active learning teaching strategy varied. The findings suggest factors that contribute to the effectiveness of ALCs.