Over a 3-year period (2016-19), four Health and Physical Education teachers from Hobsonville Point Secondary School embarked on a project aimed at making learning more visible for their priority learners. With support from the Teacher-led Innovation Fund, the teachers worked with a group of critical friends--teacher educators, a visible learning expert, and Maori advisors--to develop and implement a range of innovative strategies to make learning more visible. This article backgrounds the project, presents the teachers' stories and provides an outline of visible learning strategies they developed for use with their learners. The article concludes with the writers' reflections on the challenges and questions that remain in relation to making learning more explicit and visible for learners.