Active and student-centered teaching methods have moved from the margins of pedagogical experimentation to a mainstream expectation in classrooms at every educational level. Approaches such as the flipped classroom, problem-based learning, cooperative and collaborative learning, and technology-mediated active learning share a common premise: that learners retain and apply knowledge more effectively when they participate directly in constructing it, rather than passively receiving content through lecture. This paper reviews recent literature on active and student-centered teaching methods, synthesizing evidence on their design, classroom implementation, and effects on engagement, motivation, and academic performance. Findings across multiple systematic reviews and empirical studies converge on a consistent pattern: active learning approaches are associated with improved engagement, motivation, and higher-order cognitive performance relative to traditional lecture-based instruction, though the size of the effect varies by discipline, class size, and the fidelity with which the method is implemented. Persistent implementation challenges include instructor unfamiliarity with active formats, student resistance rooted in prior educational experience, and assessment systems not designed to capture the skills these methods develop. The paper concludes with implications for classroom practice and recommendations for future research, particularly the need for more consistent outcome measures across studies.