This qualitative case study asked the participants to reflect on their own learning experiences as a result of the instructional practices employed by the instructor to create an improved learning environment for students. The research investigated student perceptions of their learning via classmates' produced tutorials and how viewing the tutorials affected their attitudes and perceptions towards learning. Sixteen secondary video production class students ages 14 through 18 participated in the study. Eight students participated in one-on-one personally conducted interviews. Eight students were chosen for audio-audio-recorded interviews. All 16 students completed online surveys. All students participated in focus group interviews. This research investigated using video as a vehicle to have students explore their metacognitive processes while also individualizing the learning process. Students created tutorials that illustrate their understanding of how to create various projects and complete various computer related tasks. In addition, students showed their own videos and videos from learning communities on YouTube or other video hosting websites to teach their peers and showcase successful examples. The preliminary findings from this qualitative case study illustrate several implications related to instructional design practices for using student generated tutorials to create authentic learning experiences in a video production classroom. The research added to the data available that shows collaboration between learners can be beneficial to all students. The data collected through a variety of sources illustrated that the video tutorials positively impacted the learning environment. The research provided new insight how students attitudes and perceptions impact their involvement in creating and viewing of student generated video tutorials. In sharp contrast to their opinions on teacher-centered instruction, the students viewed their active participation in the creation and viewing of tutorials as a way of enabling them to take control of their learning and becoming an active and not a passive participant in the learning process. The creation and viewing of the tutorials empowered the students to mentor their peers and directly impact how the students acquire and share knowledge in the video production classroom. Peer mentoring through videos also creates a positive learning environment where everyone feels valued and that their opinions and ideas matter. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]