This case study centres on the notion that changing traditional student identities by turning them into ‘student-teachers’ can have very positive consequences on their involvement with the learning process. Technology plays a crucial role and is totally embedded in this approach. In this project, students are asked to research a grammar topic and generate tutorials using Xerte – an open-source authoring suite. They work collaboratively in small groups and teach their peers, delivering their own tutorials in class. Technology allows them to use a variety of techniques, texts and activities, which make the language learning process more creative and interactive. Support and supervision (both academic and technical) from tutors is available throughout the process. This method has proved highly motivating in terms of the acquisition and development of a wide range of transferable skills that go well beyond the specific learning objective – grammar revision – however central it may remain. The paper illustrates the project’s background, rationale, planning, and workflow, and discusses our findings two years after implementation. It also evaluates its impact, effectiveness, and possible wider implications. While articulating a response to a local need for change, we aim at making this case study of interest to others and inspire in them a desire to innovate.