Research on how information should be presented during inductive category learning has identified both interleaving of categories and blocking by category as beneficial for learning. Previous work suggests that this mixed evidence can be reconciled by taking into account within- and between- category similarity relations. In this paper we present a new moderating factor. One group of participants studied categories actively, either interleaved or blocked. Another group studied the same categories passively. Results from a subsequent generalization task show that active learning benefits from interleaved presentation while passive learning benefits from blocked presentation.