In response to the current challenges to undergraduate business education, this study examines seniors, and sophomores and juniors active, or applied learning outcomes (knowledge, skills, personal development). The sample includes 143 students (51 seniors and 92 sophomores and juniors) who participated in applied course projects. The data analysis shows no significant differences between the two groups' learning outcomes. However, the causal results found different significant influences on their learning. For seniors, the self-reported mid-semester learning (primarily textbook) and team ranking (peer-evaluations) were predictors of learning outcomes. On the other hand, sophomores and juniors had two additional predictor variables--pre-test (at the beginning of the semester) and their examination scores. The implications from the study's results are discussed and specific conclusions are made to advance the understanding of applied projects and learning outcomes.