This critical literature review explores the concept of the active classroom to identify past program designs and offer future direction for active classroom programming intended to promote student health and well-being. Active classrooms have long been shown to improve academic performance, but little research has been conducted on the potential health benefits to students and the proposed design of such a program. This review bridges the gap between past methodologies and future programming and offers suggestions for fundamental pedagogical changes to enhance student engagement, activity, and overall health and well-being.