Many graduate and healthcare school curricula are transitioning away from didactic methods to active learning or “flipped” classroom pedagogies to facilitate pharmacology education. Most accrediting bodies now dictate the use of more active learning to promote critical thinking and engagement. A spectrum of methods exist, but confusion persists about the ideal approach for pharmacology education, and some still struggle with design and implementation. This interactive session is designed to provide practical strategies to foster success in graduate and healthcare pharmacology education as well as discussion on faculty, graduate student, and young scientist perspectives on transitioning from didactic approaches.