This study used a within-subjects experimental design to compare the effects of learning with lecture and hands-on desktop learning modules (DLMs) in a fluid mechanics and heat transfer class. The hands-on DLM implementation included the use of worksheets and one of two heat exchangers: an evaporative cooling device and a shell and tube heat exchanger. A survey was administered at the end of the course to assess student attitudes and self-identified conceptual understanding for the (DLMs) and lecture. Results indicate that 72% of students receiving the hands-on DLM treatment thought it helped more than lecture; of those receiving lecture, 40% thought that it helped more than the DLM to learn heat transfer concepts. With respect to conceptual understanding, 72% of students agreed they understand and can apply principles related to heat exchangers well, with 28% unsure of their own conceptual understanding. Nearly a third of the free responses indicate students also want lecture in the classroom, with a corollary that the DLMs are only effective after a foundation in heat transfer has been established. Thus, one practical implication of the study is that lectures should first be used to explicate concepts and provide a good foundation that can then be developed further through the use of modular DLMs.