As educators we are charged with a higher mission than current knowledge delivery: We are additionally charged to prepare today’s student for self-management of their life-long learning needs. Organizing knowledge for presentation, creating activities for discovery and insight, providing performance feedback, and identifying new knowledge areas to incorporate in the curriculum are fundamental to the short-term goal of educating students. How can we go beyond content, beyond skill mastery? How can we teach them to learn and understand what they have learned? In this paper we discuss an approach that assists in developing habits of life-long learning through active participation in the exam development process.