Pre-service teachers collaborated with 6th grade students to audit a College of Education building looking for possibilities to "go green." The student/teacher teams developed an e-book collection of project descriptions, completed budgets, estimated timelines, and sustainability requirements for the university to consider. The e-books also included short films in which the students promoted their ideas for green awareness. In this project, flipping instructional spaces and real-izing the curriculum created new possibilities for student-led inquiry. In other words, literacy in the service of communicating meaningful messages, rather than literacy for literacy's sake, created a current of intent in which the students learned genres to achieve their green goals and the teachers learned how to develop authentic tasks and texts to develop students' expertise.