This paper describes how students can be personally challenged in the work they do and how secondary students or tertiary-level education students and teachers can collaboratively diagnose existing quality of classroom practice, via the concepts of personal challenge and interpersonal shared adventure. The approach involves the teacher obtaining systematic and diagnostic information from students about the effects of his/her teaching approaches on their learning. The teacher analyzes the information, reports response trends back to the students, and together the class decides on appropriate action in order to improve identified aspects of teaching. The Challenge Checklist, which is the basis for student diagnosis of classroom activities and practices, assists students to focus upon and diagnose the extent and level of satisfaction with factors that foster a sense of challenge and enhanced learning performance. The "Challenge Checklist" addresses perceptions of class activities' difficulty, importance, opportunities for mental and physical activity, and opportunities for productive classroom interactions; student enjoyment; and student satisfaction with his/her performance. Use of this approach fosters a spirit of shared adventure, which constitutes quality in classroom teaching and learning. The "Challenge Checklist" is appended in both university-level and secondary-level formats. (JDD)