The active learning approach promotes student achievement of higher-order skills such as independent reasoning, problem solving, and critical assessment. Active learning has been shown to foster student retention and encourage a more positive attitude toward school. The goal of the consumer decision-making class for university students and adults described in this paper is to get the students to learn and to practice responsible, informed, and assertive behavior as consumers. In the course, students do exercises, practice making simulated purchases, analyze written and oral materials, and get exposure to community agencies and resource persons. The course emphasizes introducing students to carefully selected information and developing their consumer attitudes and skills. Students become aware of consumer literature in books and periodicals and learn what kind of information these sources can give them. In addition, students hear presentations in class from consumer experts and learn which federal, state, and local agencies provide consumer protection and services. Skill development in active learning classes works toward improved writing, note taking, and arithmetic skills as well as analysis of decision making. Students also improve test-taking skills by working together to write multiple-choice quizzes. Assessment of student learning is based on points assigned for speaker summaries, unit topic paragraphs, bi-weekly quizzes, exercises, and a 10-15 page paper describing a project they will undertake in consumer decision making. (Forms used in the course and a bibliography are appended. (KC)