Since the summer of 2006, the University of Texas at Arlington (UTA), in the Dallas/Ft. Worth metroplex, has invited secondary students to participate in their summer SEED program on campus. The program was developed by the Dean of the School of Architecture and the Chair of the Art + Art History Department. SEED (Strategies, Events, Episodes + Devices) is taught by distinguished faculty at UTA and stresses experiential learning (Dewey, 1910, 1934) through development of creativity and exploration with a variety of art and design media and methods. Although the program has morphed since its inception, each 2-week summer period a different medium is chosen; the seven programs thus far have included painting, printmaking, illustration, 3-D visualization (2-D drawing and 3-D sculpting), video game creation, and more. Every fall, 30 high schools in the Dallas/Ft. Worth metroplex nominate two student candidates for the program who have an interest in art and design and would like to enhance their creative vocabulary and develop their art portfolio. This article will discuss, examine, and share the process of development and implementation of the SEED program's student-created video game as a case study (Flyvbjerg, 2004; Stake, 1995, 2005). Additionally, potential learning outcomes from the process of creating a video game are explored through a social constructivism perspective.