Abstract: This study aims to identify the level of active learning and its effect towards ethnic integration among multiracial students in Malaysia through history lessons. Active learning is related to a variety of methods and strategies to active participation of students in learning history. Active learning is also an approach to improvise the ethnic unity. Ethnic unity in this study refers to the intimacy and tolerance among the multiracial students in the teaching and learning process in the classroom. The methodology used in this study was a survey, using the questionnaires. The research samples were 1441 from form two students that consist of the Malays, Indians and Chinese. The value of Cronbach’s alpha reliability in each aspect in the survey was in between 0.788-0.944. The data analysis indicated that the students’ perception towards the active learning and unity were only at the intermediate level. The data also showed that there was a significant difference towards students’ perspective based on ethnic. Analysis correlation showed a significant between active learning and ethnic unity with the value of r = 415. Meanwhile, the regression analysis showed that active learning contributes 40.1% towards ethnic unity.