Inspired by Deslauriers et al. (2019), this study investigates the link between perceived and actual learning outcomes in college psychology courses. The authors evaluated active vs. passive learning methods' effectiveness in developmental and introductory psychology classes over two semesters. Participants experienced either group discussions and lectures (active) or lectures only (passive). A repeated measures ANOVA showed significant exam performance improvements for the active group but not the passive group. Despite performance improvement, the active group felt they learned less, echoing Deslauriers et al. (2019). These findings suggest, despite student perceptions, that active learning improves outcomes if implemented thoughtfully.