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In an effort to curb high first-year attrition rates and to motivate students from a state of passive learning to one of active participation, Bergen Community College implemented a program of peer teaching-learning and group inquiry strategies in a preclinical dental hygiene course. To determine freshman students' learning styles, the following tools were employed: weekly student interviews; a checklist of interests and skills; interest in the syllabus; background knowledge probes; journal-keeping by students; autobiographical sketches; study habit inventories. In addition, a colleague visited the classes to observe students' learning styles, take notes on the classroom environment, and assist the instructor in zeroing in on class reactions to planned teaching strategies. As the semester progressed, the traditional lecture format was increasing replaced by group inquiry and collaborative learning. For example, after new instruments were briefly introduced in lectures, the actual use of the instruments on manikins and fellow students was learned through the group inquiry strategy. Student interviews and journals indicated that students were more comfortable learning from each other, and that they learned the usage of instruments at a faster pace. The instructor emerged as a resource person rather than an authority figure. Peer involvement diminished competitiveness, fostered professional partnerships, reduced anxiety, increased motivation, and facilitated active involvement in the learning process. (JMC)