This study highlights how teaching a research methods course to undergraduate students can be a successful endeavor when active learning is the main method of learning and teaching. In this study, the effectiveness of using active learning in the experimental group to achieve the learning outcomes and final product of a freshman-year writing and research course was researched. The sample included two groups of female students (n = 256 students), one control group (n = 137) which received traditional lecture and assignment type instruction and one experimental group (n = 119) which received instruction through active learning techniques. The effectiveness of active learning was measured by quantitative analyses of overall final exam scores and individual writing and research skills of the two groups. Results of the study indicated that active learning significantly improved the overall skills of the participants as demonstrated by an increase in final exam scores and individual writing and research skills. The research discusses the most and least improved skills, as well as pedagogical implications for teaching a writing and research course using active learning.