This project involved the use of two small, closely matched non-majors introductory biology classes to test the use of the Jigsaw method of teaching vs. a passive, instructor-oriented model of teaching. In this study, the Jigsaw method was used as a jumping off point for the teaching-learning of the material. Students were to learn the concepts of the chapters through the Jigsaw method and their understanding of the material was then reinforced by active learning techniques in which they would use these concepts by applying them to solve problems as a group in active learning exercises. These students were compared to students in another, equally matched section of the class, who were taught exclusively by passive learning. In this study, there was no major difference between the sections taught by active learning or passive learning. One potentially important difference that did arise was that the active learning section did significantly better on a posttest, however, this result may be an artifact of the different way that the posttest was given in the two sections. Further study needs to be done to refine the technique to include group and individual goals aside from the individual performance on exams. (Contains 5 figures.)