Bulletin boards are ubiquitous in residence halls and may not always capture students' attention, but when they do, they have the potential to engage students in meaningful learning experiences. Our study explores how arts-based methodologies can be used in student affairs and higher education research to expand possibilities for practitioners to understand what students want to voice and to assess student learning directly. We worked with four student participants to set up a photovoice project in tandem with a university's residential curriculum. In this article, we share findings from the photovoice project and apply a learning framework to analyze the deep learning that residents experienced. Findings reflect shared identities of the student-participants, the style of articulation they chose to voice their experience, and demonstrations of deep learning. This article explores how photovoice methodology's participatory, artistic approach shifted power from researcher to participant, disrupted the normative gaze of higher education professionals, and legitimized students' affective experience, helping them navigate institutional identity to maximize the Intelligibility of their voices. Student-participants in this study utilized photovoice to communicate their experience and demonstrate their learning to residence life staff in ways that exceed traditional data collection and assessment methods. [Discussion questions developed by Adrienna Chapparro.]