This study investigates the impact of peer-focused, active-learning recitation sessions with the large-enrollment sections of General Chemistry I courses at Mississippi State University (MSState). Over a period of four semesters beginning in Spring 2016, recitation sessions were implemented into the General Chemistry I (CH1213) courses at MSState. In order to assess the influence of the active learning instructional hour, we studied departmental final (standardized ACS) exam scores, pass/fail rates for the course, and the success of students continuing on to General Chemistry II (CH1223) courses. Student attitudes toward the peer-focused recitation program were surveyed. The peer-focused recitation program has supported improvement on the standardized final, with students in peer-focused recitation program scoring 7.76 exam questions (17.76 percentile points) higher than the no recitation control students. The rise of exam scores with recitation learning impacted all students equally irrespective of gender, ethnicity, or math competency level (as measured by math ACT score). In addition, student pass rates for CH1213 significantly increased even though instructors greatly increased the rigor of the course. Students had improved success in the second semester of General Chemistry, CH1223, which may translate into academic confidence and continuation in STEM majors as a broader impact of the recitation program.