Experimental economics was developed originally for research purposes, but was found to enhance the learning of students engaging in the experiments. This outcome is consistent with learning theory that suggests that active learning is more effective in achieving long-term cognitive gains. Two experiments that actively engage students are described. In the first experiment, students participate in a double oral auction. Each students is given a card directing him to buy or sell a fictional commodity at a price below a maximum for buyers or above a minimum for sellers. Students then interact in a simulated market seeking to complete a transaction. Deals are recorded and the data are used to construct demand, supply, and equilibrium price. Understanding of how markets work results. A second experiment focuses on the free-rider problem of public goods. Students allocate a given fund between a public good for which the return is equally divided and a private good in which all the return goes to the individual. Contributions to the public diminish in successive rounds of allocation even though the percentage return on it is greater. The necessity of taxes to support public goods becomes apparent.