The purpose of this study was to determine whether an active learning classroom environment is more effective in teaching university students certain concepts of business law than the traditional lecture environment. To generate data to answer this question, over a seven-semester period beginning in fall semester 2005, six classes of Legal Environment of Business students were instructed on the topic of employment discrimination by a lecture method of delivery, and nine classes of Legal Environment of Business students were taught the same topic by an active learning method of delivery. The learning outcomes of the student groups were then assessed using a standardized test that was designed to measure the levels of student learning under several categories of Bloom's Taxonomy. There were no indications that an active learning classroom environment is any more effective in teaching university students certain business law concepts than the traditional lecture pedagogical style. Results show a need to experiment with employing different curriculum delivery techniques depending on content and class rather than a single pedagogical style.