The study examined a nine-month experiment in which eight high school students enrolled in an advanced studio art course were given the opportunity to design their own course of study with their own curricular rationales, objectives, and goals. The experiment provided data in which conventional art education methodologies were questioned, as well as instructive reliability/learner responsiveness in a teacher-centered curriculum. Further, this study documented and examined changes in the human ecology of the educational setting in which the experiment was conducted, and analyzed pedagogical modifications for a student/teacher co-developmental learning environment.