In this essay, we present our strategy for implementing active learning strategies into an upper division course on Human Genetics. Our principal goal was to shift from a traditional didactic course design, to one that more clearly placed the responsibility for learning on to the course participants. A key part of our objective, was to incorporate active learning approaches that more saliently lend themselves to student contemplation of material. We pursued the goal of incorporating active learning in a variety of ways, including the use of personal response clicker questions, partner discussions, small group discussions, class-wide presentation of topical questions, and a final comprehensive individual presentation. The approaches we describe were effective and favorably received, as reflected in positive post-course reviews from student participants. The tools and techniques we integrated in our course design are flexible, and are widely applicable to other subjects and disciplines. Our hope is that these approaches may be flexibly adapted for a variety of different courses to improve course experiences for students and instructors alike.