The purpose of this study is to investigate the relationship between the use of active learning in classroom instruction and student achievement, and to ascertain whether this relationship is influenced by classroom discipline problems. Is it the case that the more a teacher utilizes active learning strategies in the classroom, the more her students will learn, and is the correlation between active learning and achievement affected by discipline problems? Formally known as Experiential Education (Dewey 1938), active learning uses real objects and small group interactions to support multiple modes of communication, linking visual learning to what is being said and discussed (Lee, Penfield, & Maerten-Rivera, 2009). Active learning is often thought of as a component of a classroom management strategy. Positive Behavior Intervention Support (PBIS), Assertive Discipline, and Logical Consequences are three well-known classroom management strategies that have active learning as one of their components. However, PBIS uses the strategy more often. A study that involves an examination of the effectiveness of PBIS, or at least one of its most important strategies, active learning, is important because scholars report that nearly a third of novice teachers leave the field before their third year of service because of the challenge of dealing with student misbehavior (Ingeroll, 2002). Student misbehavior is a challenge that classroom management strategies, such as active learning, are intended to address so that students might be more successful in the classroom (Ingeroll & Smith, 2003). Researchers note that classroom management models, of which active learning is a part, can improve teacher classroom management and play a part in teacher decisions to stay in the teaching profession (Dewey, 1938; Edwards, 1997; Horner, 2010; Ingersoll, 2003; Sugai, 2008). [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.]