Research has consistently shown that all students, including college science students, learn more when activity engaged. Engagement can occur through increased interaction with the content itself, or it may be coupled with increased interaction with peers or the course instructor. These strategies not only mirror many of the processes of scientific inquiry and accommodate different interests and learning preferences, but they are also helpful in attracting and retaining women and students of color in the sciences. This chapter describes some active-learning strategies that can be effectively used in the college science classroom.