Too often, students don't feel engaged in their research projects. The problem begins as early as the topic-creation stage, when students may choose from a list of teacher-selected topics that don't interest them or struggle to select a single fruitful topic on their own. Nanci Werner-Burke describes how two students in an English language arts classroom were guided through a research project that kept them engaged at every step. They began by brainstorming, individually and with others, a list of problems in the world. Then, they made lists of things they knew and needed to know about a selected topic and conducted quick online searches to determine whether the topic was a viable subject for research. They used a variety of digital tools to take notes, organize their papers, and create bibliographies. Once they had a solid research base to build on, they conducted interviews or created surveys designed to add depth and create new knowledge. Finally, they considered what audiences might benefit from their research and adapted the information in their papers to new formats for these audiences. This process enabled students to develop information-gathering and communication skills they will need in other classes and in the workplace and contribute to conversations beyond the classroom.