Described in this study is a learner response system (clickers) used with first-year undergraduate students in a small group setting. The aim of the project was to address issues faced by us all as we seek to improve class participation, as well as engage students in lectures and tutorials throughout the course. Data collection for this case study incorporated diary entries by the lecturer and student responses to the use of clickers and reflects both the course coordinator’s journey through the process of introducing this new technology and changing students’ responses as they engage with this technology. The article reports on the positive results particularly in relation to increased potential for clickers to be used as a teaching and learning tool. The significance of this study, however, lies in the recognition that pedagogical approaches need to be taken into consideration when planning for effective use of clickers as a tool for engaging students.