Traditional active learning classrooms can support student collaboration and increase student engagement, but they are costly (Park & Choi, 2014). This study examined students' perceptions of a traditional active learning classroom ($250,000 approximate cost) and a low-cost active learning classroom ($10,000 approximate cost) in an undergraduate computer science course over the course of three semesters. Results of a two-way between-groups analysis of variance (ANOVA) suggest that students' perceptions of collaboration and support of learning are similar, and in some cases stronger, in the low-cost active learning classroom compared to the traditional active learning classroom. Gender differences were also explored but yielded no significant differences.