Sport facility design and management courses rely heavily or exclusively upon lectures and readings--modes of instruction that engage students in a passive form of learning. This paper advocates one method of stimulating higher-level thinking and active learning in facility courses--the use of cooperative small-group learning. In facility courses, this translates to assigning group projects that entail facility design and management tasks. Students are given particular sport facility scenarios (e.g. recreation or fitness centers) within clearly stipulated parameters (budgetary and square footage restrictions and clientele demographics). Students must then create and justify specific plans regarding designing, equipping, managing, maintaining, and marketing their assigned sport facility. Groups of two to four students brainstorm creative solutions given various parameters relative to time-usage constraints, number of facility users, institutional philosophy, and the needs of each department. Each group would then present its solution to the entire class. Throughout the term, students are given lectures and assigned related readings which address the basic principles in facility design, product research, management, maintenance and marketing. An example of a sport facility scenario and the tasks each group must perform is included. (LL)