The impact of an interactive in-class Valence-Shell Electron-Pair Repulsion (VSEPR) activity, designed and implemented by the author in her first-year undergraduate chemistry classes, was assessed through the statistical analysis of pre- and posttreatment quizzes on VSEPR theory and the analysis of questionnaires. The activity consisted of students engaging in hands-on learning by building various VSEPR shapes using marshmallows and toothpicks while also completing a VSEPR activity sheet, which required writing down the following information: geometry name, molecular shape name, VSEPR class, drawing a picture of the shape they built--including identifying bond angles, and explaining why they thought the molecular shape has the name it does. Statistical analysis of the pre- and posttreatment quizzes revealed a significant difference in student learning of VSEPR theory with those who were given the option of participating in the activity prior to writing the posttreatment quiz showing a higher level of learning. Analysis of questionnaire results complemented the statistical analysis results, with students largely giving positive feedback on the activity with respect to their learning and understanding of VSEPR theory and their ability to use components of the activity to self-assess. In addition, analysis of the questionnaire results also revealed that the activity aligns with tenets of constructivism.