The purpose of this study is to examine the measurable impacts of shortening lectures and increasing engaged learning activities in an undergraduate marketing course. Class pedagogy is progressively changed over six semesters from a lecture-based format to a hybrid of lecture and engaged learning activities. The researchers ask whether these pedagogical changes positively affect course outcomes as measured by Student Evaluation of Teaching (SET) scores and exam scores. The intent was to engage students, increasing their perceived value of class time activities, and consequently favorably impacting student satisfaction and performance. Evidence supports increased SET scores, but exam scores did not show consistent improvement. (Contains 3 tables.)