Enthused about Healey's (2017) concept of approaching student learning as a creative process in which students could be partners (see also Healey, Flit, & Harrington, 2016; Healey & Jenkins, 2009), I redesigned one of my existing courses to follow this approach. My case study explores how I introduced students to the concept, the methodology I used to define what research should look like on the course, and how I harnessed students' choices to minimise the potential risks involved for them as well as for myself as a teacher. This is followed by a report on student feedback as well as further reflections on how to redesign learning outcomes and align the assessment format to those outcomes. [For the complete volume, "Professional Competencies in Language Learning and Teaching," see ED595297.]