An interpretive-learner-centered approach attempting to match diverse learning and teaching styles is implemented to improve student learning and reduce high attrition for an undergraduate business statistics course. The redesigned course focuses on the interpretation and implications of statistical results through real business problems and data while relegating the mechanical steps of computation via formulae to the background. The philosophy that "students are responsible for their education" is embraced; thus, a mastery approach to learning was adopted utilizing pre-lecture, post-lecture and lab web quizzes all with multiple attempts allowed. Cooperative learning serves as a common thread in the course through the use of student teams in lectures, labs and two project assignments. Team projects require students to create business reports in which all statistical jargon is translated into everyday language. Results from assessment data collected on student learning styles, pre and post assessments and the various course components indicate a significant reduction in course attrition and improved student learning
