This document reports on a study of two approaches to an analytical chemistry course: (1) a structured active learning approach; and (2) a step-by-step lecture style problem solving approach. The purpose of the study was to assess and compare the outcomes of these approaches. The data consisted of open-ended interviews with students, open-ended student survey questions, Likert scale student survey items, and faculty interviews. The study concludes that a number of positive effects of structured active learning are documented, and although it is possible to assert that a comparison group does not report the kinds of learning outcomes that the structured active learning group reports, further study is needed to be sure that the findings are reliable. (DDR)