This study compared the use of reform methods in the teaching of applied calculus at a large comprehensive public university during the Spring 1997 semester. Fifty-nine students, mostly freshmen and sophomores enrolled in two sections of the second semester of a two-semester sequence of applied calculus. The experimental section used a reform textbook, graphing calculators, and small group activities. The control section used a traditional textbook, scientific calculators, and lectures. Common examination questions were used to compare the two groups. Students in the experimental section scored significantly better on conceptual questions, and showed no significant difference on computational question. Students in the experimental section had better affective responses to questions about the usefulness of mathematics and their ability to solve mathematical problems, especially non-routine problems.