During the summer and fall of 2006, approximately 260 students enrolled in an educational foundations course were responsible for writing their own textbook using the Wikibooks protocol. These students were surveyed in order to determine their perceptions of the process, how the process impacted their involvement in the course and its content, and how their perceptions of the Wikibook differed from their perceptions of traditional textbooks. This research indicates that students valued the process, and were much more involved with their text than when using the traditional bound version.