This study compared a traditional lecture-based life span development course to the same course redesigned using Fink's (2003) taxonomy of significant learning. The goals, activities, and feedback within the course corresponded to Fink's 6 taxa (knowledge, application, integration, human dimension, caring, learning how to learn). Undergraduates in both courses completed identical pretests and posttests that measured Fink's 6 taxa. Students in the redesigned course (N = 28) improved significantly in comparison with the traditional course (N = 54) in the domains of knowledge, application, integration, and human dimension. The findings demonstrate that Fink's taxonomy enables the design of a course based on goals as well as measurement of changes in domains of advanced learning.