This paper describes the process used to integrate active learning, group formation, and classroom discussion in a college-level business intelligence class. To assess the impact of active learning and discussion on learning outcomes, we captured student performance on their final data challenge term project across increasingly collaborative and discussion-based sections. To stimulate reflective discussion and to promote cooperative and collaborative teamwork during in-class assignments, we established small groups based on an incoming business intelligence-related skills self-assessment. Our regression results indicate that a skills-based group formation approach enabled an enhanced level of in-class assignment completion and promoted reflective discussion in the classroom. We also find that active learning and discussion increased appropriation of business intelligence concepts and analytical tools. The inherent nuances of business intelligence education, as well as the implications and strategies for improved classroom discussion in a technology class setting, are reviewed.