The School of Mathematics at the University of Minnesota is developing a new calculus sequence for students in mathematics, science, and engineering. The sequence incorporates changes in content and methods of instruction. The students are routinely asked to work together cooperatively in small groups. An innovative feature involves student exploration of mathematical ideas and complex, open-ended, interdisciplinary applications using interactive features of the World Wide Web. This paper describes some of the special features of the sequence, including some different approaches to instructional teamwork and student-centered instruction. Student attitudes about the usefulness of the pedagogical and curricular components, and how these approaches affect their learning, are analyzed for this new sequence. Quantitative data are presented that compare the achievement and retention of students in the new sequence with a control group from the standard calculus sequence. Future directions for refinements in teaching the sequence, new curricular approaches, and additional statistical information are discussed.