Students enrolled in their final adult health nursing course were placed in small groups and given a low-stakes, 2-part assignment: first to create a case study and then role-play the case study by creating and presenting a short video. Four small groups were formed and assigned 1 of 4 disease processes: ischemic stroke, acute renal failure, congestive heart failure, and inflammatory bowel disease. Students were provided a blank format and asked to create a case study based on their allotted disease process. The case study required the identification of the pathophysiology of the disease process, major assessment findings, a deterioration of the patient's condition and presentation, and priority nursing interventions. Students created a short video based on the scenario, with students role-playing the patient, family members, and health care providers. The small groups then played the video for the observing groups. The observing groups provided answers to the case study. Upon completing the case, the observing students presented their answers, and the authoring group of students provided feedback and guidance to the students who were observing. Some groups had difficulty providing correct answers to the case study because of discrepancies in the design of the scenario. This provided a rich discussion led by peers and an opportunity for students to learn from each other. Students enjoyed the assignment and believed that it was a dynamic way to learn and enhance critical thinking through role-play and peer-based learning.