Abstract: Three criteria for meaningful student learning, construction of knowledge, disciplined inquiry, and value beyond school, are assessed as authentic learning outcomes for an implementation of a digital primary sources project in 5th grades classrooms where teachers’ practices are constrained by a high stakes testing climate. Pre-post assessments of content knowledge showed no significant differences but there was evidence of authentic intellectual work. Only when teachers are ambitious in looking beyond test score outcomes will students have opportunities for meaningful and authentic intellectual experiences.