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Reading academic material is required in virtually all university classrooms. As such, reading can present a challenge not only for reluctant or resistant students, but also for instructors who assume students have completed assigned reading before class, have understood the information, and retained it for subsequent classroom discussion. However, research has shown the majority of students do not complete the assigned reading. Rather than presenting original data, this paper re-frames pedagogical practices in family science courses using a dual-classroom model for students to engage in active learning through assigned reading. Four active reading strategies are outlined to maximize dual-classroom learning environments.