Despite institutional reluctance to move away from a traditional lecture format for content presentation and written exams and term papers for evaluation, a team-taught course entitled "Integration of Learning Theory and Teaching Methodology" has been taught at Marist College, a small liberal arts college in New York. Rather than dividing the course into two discrete sections taught autonomously by each instructor, both instructors attend and remain actively involved in all class sessions. The course content, objectives, materials, and methodologies are jointly planned and the coursework provides for student collaboration during each of the 12 class sessions and in such creative learning activities as body/kinesthetic projects and presentations, drawing activities, visualizations, and listening to music. In addition, the final examination requires students to work together to demonstrate the application of learning theories. Students are also required to write case-study papers individually or in pairs, while the papers are reviewed by both instructors. Formal student course evaluations have generally been positive, with many students stating that they had never worked so hard for a course, but that they had learned a great deal and felt better prepared to work in groups and engage in complex problem-solving experiences. Despite the program's successes, many administrators and faculty members at Marist have continued to question the course's group work and nontraditional learning activities. (MAB)