Calculus instructors struggle to teach infinite series, and students have difficulty understanding series and related concepts. Four instructional strategies, prominently used during the calculus reform movement, were implemented during a 3-week unit on infinite series in one class of second-semester calculus students. A description of each strategy is accompanied by support from the literature on teaching secondary and post-secondary mathematics. Course exam data were collected to measure the performance of students in the reform class then compared to a traditional class. Data were also collected on an instrument where students were asked to provide written responses to items about series and sequences. Differences and similarities in students' responses provide insight into students' misconceptions about infinite series and the effectiveness of the instructional strategies. "Supplemental materials are available for this article. Go to the publisher's online edition of "PRIMUS" to view the free supplemental file." (Contains 1 figure and 1 table.)