With a pandemic, a war, structural racism, and the fragility of democracy crowding the headlines, Michael R. Koval has have been reexamining his role as professor and the objectives, procedures, and assessment mechanisms of his classroom activities and assignments. For reasons described in the article, the assignments that resonate with him today, particularly in upper-level business law courses, focus on collaboration and engagement, comprehension and synthesis of voluminous and sometimes ambiguous information from relevant sources and materials, and writing practice. In this article, he examines how Legal Environment and Business Law professors long ago embraced the idea of active learning in the classrooms. The academy literature is replete with creative and inventive activities and assignments designed to teach, engage, entertain, and challenge their students. He explores the pedagogical underpinnings and explanations surrounding the development and implementation of these types of assignments, including the benefits of student collaboration and techniques that can be used to encourage it, the use of internet sources and other "outside" materials in promoting critical thinking, and the benefits of using writing assignments to reinforce learning and prepare business students for the workplace.