This case study’s primary objective is to describe the implementation of the electronic response system (clickers) in a small (N = 25) second-year physics course at a large public university and to draw attention of the science faculty who teach upper-level science courses to the potential benefits of this pedagogy. This pilot study discusses the impact of the clicker-enhanced pedagogy on students’ cognitive and affective outcomes and their attitudes toward using clickers. The authors also outline challenges faced by the students and the instructors on the way of successful clicker implementation beyond the first year and suggest a few possible ways of addressing them.