This action research project examined how "Efficiency in Learning" ("EL") strategies, "Appreciative Inquiry" ("AI") and the "Interactive Model of Program Planning" ("IMPP") could be used to discern the content and preferred pedagogical approaches in the development of a pre-licensure review course for Emergency Medical Technician (EMT) graduates at a rural community college. The goal was to analyze the process of collaborative development of the course using an AI approach. AI was used to facilitate four summit meetings comprised of course graduates, faculty, and leaders. A qualitative analysis of the summit data provided insight into the organization's current and desired future state. Several crucial findings emerged from this study: (a) AI is an effective way to develop a pre-licensure review course and lesson plan, but more importantly, AI has assisted in transitioning the EMS department into a learning organization; (b) the first six steps of the IMPP steps proposed by Caffarella (2009) were used in the development of a pre-licensure course, but not all were equally utilized as planned; (c) it was difficult for participants unfamiliar with educational theory to contribute fully to the discussions about pedagogy, thus limiting the ability to fully integrate EL into the lesson plan, and (d) integrating four theoretical frameworks into one study was challenging and prohibits attributing the findings to any one theory. An argument can be made that all AR projects should integrate appreciative strategies. Future longitudinal study is needed to determine if the project will be transformational long term. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]