Tests are a source of anxiety and have proved to impact the grades among students. In addition, students do not have the time to prepare for their exams. The ultimate goal of the instructor is to create and offer an environment that reduces the examination stress while maximizes learning in the little time available to the students. The demand on students’ available time is a major challenge. Although active learning has been utilized to increase student engagement and ultimately increase learning, it has never been used to reduce the test anxiety, increase learning in relation to available-student-time or attempt to increase learning with respect to available student time. Student time has been recognized as the most precious resource in learning. This paper proposes a mechanism of active learning, when employed can create an environment for less stressful exam taking while boosting and amplifying learning in a limited amount of time. Various pedagogical and psychological theories have been explored to develop this methodology that has been employed in three different semesters. The results have shown that students prefer this less stressful mechanism of testing and improved learning and students have commented that they felt they were on top of the materials being covered in class throughout the year and felt prepared for the final with little or no preparation for the final exam. In addition, students felt reduced stress during the test taking.