The purpose of this research was to explore how and in what ways students perceived the integration of student response technology, case studies, and discussions in a largely populated undergraduate course in management of human services at a large midwestern university affected their motivation, interest, and feedback. Qualitative data collection consisted of written artifacts (n = 56) and one-on-one interviews (n = 8). The qualitative findings showed that student response technology increased motivation and influenced learning with enjoyment, interest, and inclusion; and instructional feedback was perceived as immediate, constructive, and from various sources. In addition, a discussion, implications, and limitations are presented.