Peter Liljedahl describes a Building Thinking Classrooms (BTC) framework that shows teachers how to set up a classroom that promotes thinking. BTC is divided into 4 toolkits. The first toolkit consists of thinking tasks, vertical non-permanent surfaces, and visibly random groups. The second pertains to defronting the classroom, giving thinking tasks verbally and early while standing, voluntary homework, and mobilizing knowledge. The third consists of using hints and extensions to maintain flow, consolidating, and students writing meaningful notes. The fourth toolkit involves assessment. Though Liljedahl's research pertains to K-12 classrooms, the framework sounded promising for higher education as well. To test this, the framework was tried in a college-level calculus I course, taught at a small liberal arts college. There were 15 math and computer science students enrolled. The class met twice a week for 2 hours each day over a 13-week semester. There was one professor and two teaching assistants. They applied most of the aspects of the toolkits to see if the framework was upheld in a higher education setting.