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The present study compared the effectiveness of a student active learning format (SALF) to equivalence-based instruction (EBI), in teaching behavior analytic terms. The EBI condition included matching-to-sample, and SALF included elements from interteaching. Participants experienced both SALF and EBI conditions. Two classes consisting of 48 and 33 participants were assigned to two groups. One group experienced EBI condition in an early phase of the course, while the other group, at the end of the course. The EBI and SALF conditions show to be equally effective. However, EBI was completed in less time than the SALF condition. Participants who met the criterion for stimulus equivalence had a higher score on two different tests for generalization. The results replicate earlier findings in that EBI proves to be effective in teaching concepts in college students. Furthermore, the present results extend previous findings by proving two student active learning formats to be equally effective.