A study explored the impact of student voices on a preservice "teaching language arts in elementary schools" methods course when students have the opportunity to negotiate and expand the notions of content, structure, and assessment of a course, especially with the infusion of media/technology as a vehicle of instruction and assessment. Participants, 10 preservice teachers, were enrolled in an elementary language arts methods course in an undergraduate elementary education program in a small women's college. At the beginning and end of the semester, students completed open-ended survey questions regarding their beliefs about English language arts with respect to the teacher's and student's role; the nature and scope of instruction and assessment of language arts; and the role of media/technology in this teaching and assessment. In addition, students kept a reflective journal during the semester. Students and professor developed collaboratively course performance based outcomes which include media/technology performance outcomes, activities, and assessment measures. During the semester, students completed a number of media/technology mediated activities to demonstrate their ability to meet state and national English language arts and technology standards. Student responses supported an expanded notion of the usefulness of media/technology in terms of teaching; a revised notion of the student's role in teaching and learning; an acknowledgment of the usefulness of performance based projects as a means of professional development; and an appreciation of the talents and contributions of each learner to the collective teaching and learning processes. Contains 19 references. Appended are the student survey and additional course materials. (NKA)