The purpose of this case study was to identify teachers' perceptions and teacher preparation related to the effects and meanings of utilizing active learning strategies in the classroom. The research questions were: (1) In what ways do teachers perceive pre-service teacher programs and school district professional development opportunities prepare them to implement active learning strategies within classroom instruction? (2) What does it mean to have an effective active learning environment in the classroom? (3) How do teachers perceive and describe their implementation of active learning strategies? Qualitative data were drawn from focus groups comprised of new and experienced secondary teachers in a public K-12 school in a Midwestern state and district and university documentation. Supported by Creswell (2014) the inquiry-based design assisted with collecting detailed information pertaining to the participants' personal experiences, perceptions and descriptions. The research findings relate to program coursework, student teaching, professional development, student engagement, student reflection, definition, lack of confidence, fear of change and the impact of school culture and climate. Recommendations were made for the K-12 educational system and the university system. Teachers must refine pedagogy, involve students and families in understanding implementation, and participate in professional development and collaborative conversations. K-12 administration must develop a strategic plan for cultivating school culture and climate consisting of: professional development, evaluation of stagnant practice, and a mentor program. University administration must evaluate the course sequence and student teaching experience, training for cooperating teachers, and instructional pedagogy across campus. Research investigating how teachers' perceptions, conceptual understanding and practices evolve with experience, student resistance, and post-secondary instructional pedagogy would extend the literature. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]