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Active Classrooms have become progressively more widespread in the Middle East, especially in Lebanon. Educational technology, in one form or another seems to be in every classroom. The purpose of this case study is to prove that students’ adaptation to Active Classrooms used in some private Lebanese universities positively affects the effectiveness of these students’ learning process, taking into consideration constraining variables. The sample was drawn from two undergraduate business courses. The results showed a correlation between adaptation to Active Classrooms and effectiveness of these classrooms in the learning process. The correlation was statically significant. As the correlation is significant, it proves that adapting to a new tool of educational technology as the Active Classrooms and participating in ongoing discussions improve classroom performance. Based on the results, additional research is recommended

Students’ Adaptation: A Determinant of the Effectiveness of Active Classrooms in Lebanese Private Universities