Using the example of student-generated midterm exams produced during a university classroom exercise, this narrative account examines student-centered pedagogy from both the university faculty and student perspectives. The central question revolved around how to actively engage a community of diverse university students from different academic, social and ethnic backgrounds in working as partners to co-construct knowledge in a pre-service teacher course. Applying a student-centered pedagogy informed by social constructivism, the authors reflect on how the student-generated midterm exams challenged the participants to think about their approach to learning. Through this experience, students were provided with multiple entry points to access the curriculum and were empowered as active agents of their own learning, while the instructor found an interactive arena for reflection on her own pedagogical practices in action. The authors propose a change from the traditional teacher-centered lecture style to a higher education pedagogy that places students in control of their own scholarship. (Contains 2 tables and 2 figures.)