There is a growing consensus that hydrology education should move towards student-led learning formats and simultaneously incorporate recent hydrologic technologies that reflect workforce expectations. Prior theory suggests improvements in learning outcomes from student-led learning; however, little empirical evidence has been collected to confirm this success. We measured the classroom impact of three teaching modalities: 1) instructor-led lectures, 2) student-led hydrologic modeling, and 3) student-led design evaluation studios. Educational outcomes were measured with student surveys, direct observation of class activity, and student grades. In aggregate, the student population did not express a significant preference for one modality over another, yet individual students showed dramatic preferences for each modality. This suggests best practice is to increase the variety of teaching modalities we employ as instructors to positively engage more students. The total frequency of interactions between students and the instructor was similar across all three modalities; however, the frequency of student-initiated engagements (both total and unique engagements) significantly increased in both student-led modalities. Variations in student enthusiasm did not correlate with written assessment scores. Alternating modalities improved interest in hydrologic science and perceptions of positive experiences, however, did not change the retention of hydrologic concepts. Multiple teaching modalities should be employed to engage the greatest number of students and generate enthusiasm, and multiple methods of assessing student learning should be employed.