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This article describes and analyzes a classroom assignment to promote intrinsic motivation for learning in college students. Here, grades and instructor expectations for content are viewed as students’ primary motivations for learning, and correspondingly present obstacles for improved critical thinking skills, student autonomy, and engagement. This study examines students’ responses to an iterative assignment that asks them to “skip class, do anything you want, and give yourself a grade.” Mixed methods of data collection and analysis were used to assess the efficacy of the assignment. The findings support the idea that the Pink Time assignment promotes self-regulated learning and academic motivation. [ABSTRACT FROM AUTHOR]