In this article, we trace learning across the digital video production process through case studies with four youth media arts organizations (YMAOs) across the United States. We hypothesize that what these organizations share is a series of key moments throughout the production process in which youth must articulate the relationship between the idea they intend to represent in their video and the tools of the digital video medium that afford representation. By highlighting these key moments, we can both describe the core features of the YMAO organizational process and offer a mechanism for tracing participant learning over time. We conclude with implications for teachers and leaders who may be interested in how to support the inclusion of digital production processes into formal instructional spaces. (Contains 2 tables and 4 footnotes.)