Collaborating with three university researchers, three seventh-grade teachers and their students worked on one component of a three-year NSF-funded research project examining the media messages about information technology and careers that middle school students receive from television, popular magazines, books, videotapes, movies, and Web sites. The overall national project examined whether the content of these media reinforces or hinders the development of gender and racial diversity in the information technology workforce. The component of the project discussed in this article was the pilot study for the development of a curriculum unit that could lead middle school students to an understanding of their media environment. The pilot study and the resulting curriculum unit sought the perspectives of the middle school students themselves while involving them as co-researchers. To this end, the seventh-grade teachers (a language arts, a math, and a science teacher) collaborated with the university researchers to develop and implement an interdisciplinary, project-based curriculum unit. This article describes the experiences of the teachers and their students and the meaning they gave their experiences.