Teaching today's students requires an integration of learner-centered pedagogy with innovative technological resources. In this article, Blase Scarnati and Paula Garcia describe the redesign of a junior-level music history course guided by learner-centered principles and driven by a fusion of stimulating technology-based learning tools and experiential teaching methodology. The redesign responded to learners by engaging the study of jazz in reverse chronological order, allowing students to begin by studying music they are likely to know, and perhaps enjoy, already and by incorporating activities that require student involvement in their own learning and multiple opportunities for interaction. Technological resources included a large collection of audio and video materials, interactive instructional games, and rigorous online discussions. This unique course redesign was developed through a partnership between faculty members and graphic and technical staff employed by the university to support online course development. Student survey results indicated that most students appreciated the innovations and reported deepened learning and understanding of course content. This paper describes the context of the redesign, the learner-centered methodology that guided it, the technical assistance that made it possible, and student perceptions of the changes. (Contains 9 exhibits.)