The purpose of this action research study was to consider what would happen in a freshman world geography class if the students experienced a well designed student-centered, technology enhanced, three-week unit of instruction. The topic of the unit was the United States and Canada. Students were given freedom to choose specific topics and create their own work products for presentation and evaluation. Data collection included a beliefs survey both before and after the intervention, a self-report grade history survey, teacher observations, evaluation of work products, and interviews with students conducted at the end of the intervention. The results were shared with teaching colleagues at a celebration during a social studies department meeting. Results showed that students were more interested in grades than learning but that students did have a positive response to both student-centered methods and the use of technology in instruction.