The goal of this study was to contribute to research on active learning by addressing the problem of disentangling the effects of classroom architecture, student characteristics, and pedagogical design as they relate to student achievement. The study utilized a quasiexperimental design where data was collected on student perceptions of their classroom, their experience in the course, and the pedagogy of the instructor, then analyzed with respect to the course grade. Results indicate that neither student perceptions of the classroom spaces nor the spaces themselves had an impact on course grade, but the pedagogy employed by the instructor and student experiences did.