In the modern post-secondary classroom, there is a push for more experiential and active learning activities for students. A variety of benefits such as engagement, improved learning and self regulated learning have ensued with these different types of learning. Studies regarding these benefits have mostly centered on experiences carefully orchestrated by instructors, rather than experiences that were created by students under the guidance of instructors. Herein is a study of the benefits and efficiency, of the latter type of activity, which requires students to generate chemical puzzles in a large post-secondary classroom. The authors determined that not only is a puzzle generation activity possible, but students' reflections on instructor examples highlights the potential for learning and for a new form of assessment. Going forward, however, the study also shows more support and examples are required in future iterations of the puzzle framework, to help students create a meaningful experience. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]