This study explores the difference between both active learning and lecturing to teach Scrum project management in a university setting. The goal was to understand if one approach results in higher perceived learning over the other. Additionally, lesson ordering was examined to determine student preference of lecturing prior to or after an active learning exercise. Results suggest that students perceived they learned more from the active learning exercise compared to the lecture. Students preferred the active learning exercise compared to the lecture and found the active learning to be more engaging. Recommendations based on these findings are to use active learning exercises to teach Scrum project management in conjunction with lectures on the topic and to order the lessons with the lecture first followed by the activity.