A student-centered learning technique, process-oriented, guided-inquiry learning (POGIL), has been developed as a pedagogical technique that facilitates collaborative and cooperative learning in the chemistry classroom. With the use of this technique, students enhance their higher-order thinking skills and process skills synergistically. In addition, they develop positive relationships with other students in the course. POGIL was recently implemented at a mid-sized, comprehensive public institution and used in the organic chemistry sequence. Comparisons of the ACS exam percentile rankings and incoming proficiency (ACS scores and grade point averages) data were made to determine the extent of the effect that POGIL had on student learning when compared to students who had been taught using traditional methods. Overall, the data provide evidence to suggest that students learning by the POGIL method have a greater grasp of content knowledge than students who learned by the traditional lecture approach, as evidenced by higher final exam scores for POGIL students. The POGIL experience positively impacted students of all levels of proficiency. Difficulties associated with the implementation and perceptions of reform-based learning methods are addressed. (Contains 4 tables and 1 figure.)