Like their counterparts in other disciplines, accounting educators are gradually moving away from talk-and-chalk lectures to project-based learning, real-world problem solving, and team collaboration. Slower to change are the ways in which the impact of these innovative teaching methods have been assessed, with student reactions and traditional performance indicators overemphasized and core interpersonal attributes of the team setting underemphasized. This article reports on a pilot study in which an accounting professor opted to take full advantage of a technology-enhanced classroom to create a stimulating learning environment that promoted student engagement and unique collaborative opportunities. The following are appended: (1) Collaboration Observation Form; (2) Experimental Classroom Survey (Spring 2003); (3) Collaboration Tips; and (4) Experimental Classroom Layout (Spring 2003). (Contains 4 tables and 6 notes.)