The landscape of student tolerance for ambiguity and engagement, both in and out of the classroom, has changed markedly in recently years. Technology is simultaneously redefining the boundaries of learning and eroding tried and true pedagogical structures. Signs of change were present prior to recent global upheaval. However, against the backdrop of the pandemic, students connected with others online and consumed media in new and different ways that have arguably emboldened a do-it-yourself attitude toward learning. The authors argue that this learning breakdown, exacerbated by loosened course structures (if not standards), is rooted in psychological ownership. Empowerment theory is employed to conceptualize, and subsequently deploy, a choose-your-own-adventure marketing course format to guide students toward achieving a sense of control. Quantitative and qualitative feedback suggest that this approach may substantively enhance both perceived quality of instruction and rigor, while shifting a greater number of attributions for poor performance onto the student.