For the past two years, the Center for Research on Educational Equity, Assessment and Teaching Excellence at the University of California, San Diego, has designed and run Student-Created Research projects in eight racially diverse urban and low-income San Diego high schools. Students undertake research projects intended to guide school improvement efforts and share their findings with school faculty. In this article, Yonezawa and Jones describe how students at the School of International Studies surveyed students and teachers about how the school's structure and typical student workload affected students' attitudes. Such efforts enable students to learn valuable research skills while giving school faculty important information to drive their planning and professional development.