Teachers have incorporated active-learning techniques into the sociology classroom for many years, but the types of applications and evaluations are quite varied. In this paper, the authors quantitatively test a particular form of active learning that they call "living-data exercises," which instructors can use to introduce sociological research methods. They define living-data exercises as any learning activity in which students play one or more different roles in the research process and then share their perspectives from their respective positions. Instructors can then direct discussion of the data-collection experience to include salient research issues and topics. Using control groups, they intend to test the value of using such an active-learning technique in terms of three criteria: student enjoyment, perceived learning, and actual learning, measured in quiz scores. (Contains 2 figures.)