Prior findings on the effects of active learning environments were limited by both research design and data-analysis techniques, such as lack of controls over confounding factors and misuse of statistical modeling. We (1) investigated the effects of active learning environments on student achievement and motivation and (2) overcame the limitations of prior studies. Using a three-group design, the effects of physical learning environments and pedagogical approaches were successfully separated. Active learning environments were found to have little influence, whereas active learning and teaching were found to have a significantly-positive influence on student achievements. The findings contribute to understandings of active learning environments in higher education, and invite more debate about whether further investments in active learning classrooms are worthwhile.