The author discusses three instructional strategies--mini-courses, games and simulations, and learning environments outside the classroom--which are currently being employed in speech communication education. The three strategies embody the well established learning principles that students learn better when they: (1) know what it is they are trying to learn; (2) value the objectives toward which they are striving; (3) are actively involved rather than being passive; and (4) receive feedback and confirmation of learning. After outlining the strengths and weaknesses of the three strategies, the author emphasizes that these methods are not panaceas but require greater teacher efforts than what might be required for traditional teaching. The article concludes with a bibliography of materials available for study and implementation of these strategies. (Author/RN)