Success in terms of life and career requires 21st century skills. Curriculum reform in education requires enhancing student competencies and an application of learning strategies and skills to drive the achievement of national policy. Active learning plays an important role to enhance student learning. This qualitative research, conducted in Thailand, aimed to achieve three objectives: (a) to understand learning management with active learning; (b) to study the learning outcomes of students after participating in the active learning classroom; and (c) to identify the guidelines for active learning management. The case study approach was used in this research. Fourteen primary and secondary schools in the north of Thailand participated in the project of the "Education Reform Lab and the Coaching Lab". School directors, teachers, and students were among the three groups of key informants. Data collection was conducted using in-depth interviews, story-telling and observations, and content analysis was done to analyze the data. The results revealed the following:(a) active learning classrooms could operate using problem-based learning, project-based learning, and scaffolding; (b) the students were able to achieve three learning outcomes: motivation, attitude, and skills; and (c) the learner analysis and the knowledge to utilize active learning techniques were among the best practices for teachers. The practical implications of the findings and some issues covering the social and cultural contexts were proposed. The further studies should be needed to expand to other regions in Thailand were also discussed. © Behavioral Science Research Institute.
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