This study examined laboratory experiments and traditional lecturing as an introductory teaching method in physics. In this participatory action research study, a qualitative and quantitative method were used to examine the level of achievement and the levels of engagement of high school students in introductory physics. The qualitative data was collected from gifted high school students who were enrolled in an introductory physics course, from the instructor/researcher, and from other science teachers. The themes that emerged from the data were that students were almost 100% engaged in laboratory experiments and about 85% engaged in traditional lectures, that students developed a better understanding from doing hands on experiments, and that instructors feel that students perform better once they have a personal experience with the concept. Instructors observed that students tend to need more direct instruction for problem solving and reinforcement exercises. The quantitative data was collected from the same population of gifted students that was involved in the qualitative portion of this study. Students took a diagnostic test with the same structure as the Advanced Placement (AP) Physics I examination administered by College Board. A comparison of means tests was performed to determine if there were any significant differences in student achievement based on two different forms of instruction. The results of a matched paired T-Test and the Wilcoxon Signed Rank Test showed that there is not a significant difference in student achievement between the two methods of instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]