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This paper describes a three-year study to introduce nine learner-centered instructional techniques into a two-course electrical engineering graduate course sequence in integrated circuits (ICs) targeted to real-world problems in industry, defense, and security. The study measures the student learning in this two-course sequence with the use of a pre-test/post-test teaching methodology and is carried out through a collaboration of Air Force Research Laboratory Sensors Directorate and Air Force Institute of Technology (AFIT), a government institution. The participants in the study were Air Force officers at AFIT.Results presented in this paper demonstrate the effectiveness of a pre-test/post-test teaching methodology even when data is restricted to samples of small size. Results show that a statistically significant improvement was observed in the first course of the two-course sequence when the Diagnostic and Post-Diagnostic evaluation results were compared. Analysis of the final exam results for one course for Year 2 and Year 3 shows that there is statistically significant improvement in performance. This change is attributed to the improved teaching methodology presented in this paper.