Student response systems (SRS) are devices that allow students to provide categorical and numerical responses to questions embedded within a lecture, and the responses can be tallied and scored in various ways to provide immediate feedback to the students and/or professors. In the fall of 2004 at the University of Missouri – Rolla, questions were systematically integrated into large general chemistry lecture sections, and students used the response system to answer. In order to evaluate the system, students’ test scores were compared with previous years, and a survey was administered with the aim of evaluating the system at the end of the course when SRS was used. Test scores indicated substantial improvement from previous years. In addition, survey results indicated that a significant majority of the students found that the SRS made the course more engaging, motivational, and increased learning. Qualitative analyses of students’ open-ended responses provided support and additional insights for the quantitative analyses.