A report of a cooperative project involving a university instructional development center and a history department discusses the process of working with students in course redesign, analyzes the advantages and disadvantages of this kind of student involvement, and concludes with recommendations for future projects. The purpose of the project is to redesign an introductory American history course so that students might pursue particular interest areas, have close and frequent contact with faculty members, and engage in a variety of learning modes tailored to their needs and learning styles. An unusual aspect of the project is that it draws on the insights and experiences of 13 honor students in the course who are, as their major activity for the course, involved in all aspects of its redesign. Background on the development center and on the use of students in the development process is presented, followed by a discussion of problems encountered and their possible solutions, accomplishments, and evaluation of the project, and conclusions. Appendixes contain the results, the open-ended responses, and notes on the predevelopment opinionnaire. (Author/KSM)