The Equine Capstone course prepares students for professional roles in the equine industry through collaborative, project-based learning. The course aims to develop teamwork, communication, and applied problem-solving skills; however, two challenges limited its effectiveness: low classroom engagement and student difficulty navigating the complex, multi-component capstone project. To address these issues, two instructional innovations were implemented. First, the classroom environment was intentionally redesigned to promote energy and collaboration. A shared class playlist allowed students to contribute music played before class and during informal work periods, and a coffee cart was introduced at the start of each session. These changes encouraged conversation, fostered a sense of ownership, and created a more welcoming space conducive to collaboration. Second, an introductory assignment was added to clarify expectations for the final project. Student groups created 3-5-minute educational videos aligned with their white paper topics, which were also used as supplemental instructional materials for AFE 100. By requiring students to teach their topic early in the semester, this assignment reinforced content mastery and reduced confusion later in the course. These innovations were implemented in a senior-level Equine Capstone course at a public land-grant university and involved approximately 30 undergraduate students. The course emphasizes applied learning and professional preparation within the equine industry. Evidence of effectiveness was gathered through instructor observations and student feedback. Instructors noted increased participation, collaboration, and overall energy during class sessions. Students reported feeling more comfortable engaging with peers and more confident in their understanding of the capstone project structure and expectations.