Hypothesis: Undergraduate learning assistants can contribute significantly to the creation of a positive, supportive learning environment in the Mathematics Department's active-learning calculus classes. In this project, alumni of these active-learning calculus courses who conveyed enthusiasm for the course format and exhibited great communication skills as well as substantial depth of understanding of course material will be recruited to become learning assistants. These successful former students will be role models for current students. Having experienced the benefits of flipped-classroom instruction over traditional-lecture instruction, our learning assistants can, much more easily than instructors, convince potentially skeptical current students this method of instruction'which devotes the majority of class time to fostering problem-solving-skill development rather than transmission of information'will help them succeed in the course.