This paper reports on a study of a structured active learning approach to an analytical chemistry course. The purpose of the study was to assess the longitudinal outcomes of this approach and to provide feedback to curriculum developers about the effects of the changes being made in the chemistry curriculum. The data, collected from a cohort of students in 1995, consists of open-ended interviews with students, open-ended student survey questions, Likert scale student survey items, and faculty and teaching assistant interviews. The results indicate that there is a number of longitudinal effects of structured active learning and although it is possible to assert that the comparison group does not report the kinds of learning outcomes that the structured active learning students report, further study is needed to be sure that the findings are reliable. Contains 11 references. (DDR)