This retrospective quasi-experimental design research compared student achievement of students in two active learning environments. One is referred to as Student Centered Active Learning Environment with Upside-Down Pedagogies (SCALE-UP), and the other is referred to as traditional classroom environments. Student final course grades of physics courses taken between fall 2016 and spring 2019 (N = 265) were used to determine the effectiveness of instructional environments (Simpson & Fernandez, 2014). More specifically, this study investigated student achievement of engineering students and underrepresented minority students in the SCALE-UP and traditional learning environments. The statistical analysis resulted in no significant differences in student achievement between the two learning environments. These findings provide an empirical comparison of student achievement in physics courses across two learning environments. [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.]