In the present transcendental phenomenological study, we describe the experiences of introverted undergraduate students in an active learning English classroom environment at a community college in Florida. We selected 10 participants whose Myers-Briggs Type Indicator (MBTI) scores indicated clear to very clear on the introversion measure and who were also enrolled in classes that consistently used active learning techniques according to the Active-Learning Inventory Tool (ALIT). Data collection used in order to evaluate the participants' experiences included semi-structured interviews, cognitive representations, and online non-synchronous focus groups. Two major themes emerged from data analysis including (a) the active learning classroom did not match participants preferred learning styles but (b) employing coping mechanisms enabled participants to perform at their typical academic level. Through data analysis, we further identified four subthemes associated with the first major theme including the desire to observe prior to participation, feeling pressure to perform, the desire for time in order to think reflectively, and significant energy expenditure.