The present paper explores the opportunities created by an emancipatory approach to learning and teaching when combined with embedded peer mentoring. First year undergraduate students—most from non-traditional backgrounds—were set the task to explore learning spaces at their university and to present their findings in creative ways in a Multimodal Exhibition during Enhancement Week. They were supported by second year students on their course who acted as coaches, role models, and critics. Our experience—and feedback by students—showed that serious learning is taking place when students are given “the freedom to learn.”