In an era of rapidly expanding educational technologies, student-generated content makes mathematical thinking visible and provides evidence of understanding beyond memorization and procedural fluency. In my online College Algebra and Trigonometry courses, students select a homework problem, create a new problem on the same concept, and post it to a discussion board. By asking students to write their own problems rather than simply follow procedures, the assignment emphasizes transferable understanding and gives purpose to the content they are learning. Peer responses create opportunities for collaboration and mathematical reasoning. I will share the structure, rubric, and outcomes of this assignment.