In this article, we present the results of a collaborative research venture between Brittany, an art educator of 645 students in a rural K-2 school, and Leslie, an art educator of undergraduate and graduate students. This research began as Brittany's capstone research project in her master's degree program, with Leslie serving as her advisor. Brittany was interested in students' rationales for determining the quality of their artwork. After the capstone research was completed, Leslie continued the research as the primary investigator, based on her continued interest in all that could be learned and theorized from what 2nd graders told us in interviews. This article outlines a short history of the research project, describes an important discovery about the role autonomy plays in students' assessment of their work, and offers implications for art education practice.