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This article contends that the creation of a legacy by students enables them to situate their time and experiences at university within their broader life goals and expectations. Legacy learning refers to the act of creating an archive or artefact for the benefit of posterity; collating, collecting and creating a virtual or tangible article, or objet, for successive cohorts to utilise as a learning resource. It is also a tangible product that students may use to demonstrate their skills to prospective employers; something to take away with them from the process of learning. At the heart of the concept are two key factors: collaboration and the process of self-reflection. This article illustrates legacy learning through the examination of a final year module on Asia for which small groups of students had to produce a documentary video and individual self-reflection paper. Although the putative goal of the endeavour was envisioned as the realisation of the documentary itself, the self-reflection exercise by students suggests that the underlying learning value of the exercise may in fact rest in the self-realisation of the learner. [ABSTRACT FROM AUTHOR]