Author uses his experience leading a project-oriented special-topics course as a case study in constructivist teaching methods. Citing relevant literature from the education field, this paper considers why students chosen to work for course credit on a promotional video for a university program considered the project their greatest academic learning experience. Author points out that communication media education has long championed activity and project-based learning and argues that educators could benefit from a deeper understanding of how and why such methods are effective. (Contains 1 table.)