Learner-centered instruction is principally rooted in the constructivist learning theory. It has gained particular traction in education fields and is most often associated with the work of John Dewey. The purpose of the current study was to identify effective, learner-centered strategies in history of dress courses. This practice-driven study was framed by attempts by national organizations to reinvigorate the teaching of history and make its content more meaningful to students. The research questions that guided the study were: "What learning activities allowed for a greater understanding of the subject; encouraged students to work hard to understand the material; encouraged students to think, to learn, and to gain a greater interest in the subject matter?" and "What were student perceptions of these methods?" Criteria for effectiveness included student self-reported learning outcomes, instructor observations, and end-of-term course evaluation comments. Results from this study supported the constructivist theory, which holds that learning requires the instructor to act as the facilitator, learning is an active process in which students apply knowledge to their own lives, and that learning involves sharing ideas with others. This paper provides a discussion of four learning strategies for use in history of dress courses. Analysis of the data revealed themes consistent across the strategies: student involvement, students as creators of their own knowledge, and learning as a social process. (Contains 3 figures, 1 table, 45 notes, and 17 resources.)