Osborne, Simon, and Collins (2003) found positive correlations between attitude and certain characteristics of the classroom environment, including student-centered instructional designs, high levels of personal support, use of a variety of teaching strategies, and innovative learning activities. While these methods have been used successfully at the pre-college level, they are rare at the college level. In this chapter the authors describe their version of a student-centered, active learning science classroom and present results that indicate that their efforts were successful in changing college students’ attitudes toward science. This model of instruction should help promote both general science literacy and the continued pursuit of science as a career.