While there are obvious benefits of summer school for students and faculty alike, summer teaching/learning poses some unique challenges. Summer class meeting periods often have fewer contact hours but are longer and more frequent than sessions during the regular academic year. Thus, there are shorter periods between formative and summative assessments, and content is often condensed. Grounded in the scholarship of teaching and learning, this article discusses the process, products, and implications of a constructivist teaching activity in which summer class time was bartered for out-of-class application tasks. Results from 3 years of student data indicate that student learning is enhanced by the constructivist activities for which time was bartered. (Contains 2 tables.)