Active learning, which entails any class activity that "involves students doing things and thinking about the things that they are doing," stands as an important pedagogical practice. Discussion, the types of questions faculty ask students in class, role playing, cooperative learning, debates, and the types of questions faculty ask on examinations represent forms of active learning. The importance of active learning stems from the contribution it makes to fostering undergraduate college student success. Student knowledge and understanding of course content benefit from the use of active learning by college and university faculty members. The research reported in this chapter centers on the influence of faculty use of active learning practices on social integration, uses an actual measure of student persistence, and uses a sample of first-year students enrolled in eight religiously affiliated, residential, private colleges and universities. This study also focuses on the influence of active learning on shaping student perceptions of the commitment of their college or university to the welfare of its students. The study concludes that faculty use of active learning practices plays a significant role in the retention of first-year college students. Recommendations for institutional practice are offered. (Contains 4 tables.)