This study investigates the benefits of project-based learning with a lens specific to the authentic audience and/or exhibition component of PBL. It is well-known that educators should keep in mind the work environment for students but this paper delves deeper into the purpose behind exhibiting student work and its academic benefits. This research confirms that these benefits can only be reaped if executed thoughtfully and purposefully at the inception of a project or assignment. Using the research behind creating school change through student leaders, this project also utilizes student voice to increase the academic benefits of curating student work at this specific school site. Receiving input from both students and teachers, teachers worked together to improve the quality of projects implemented as well as attempting to improve both the quantity and quality of student work displays. Citing surveys and interviews, this research confirms that supporting teachers throughout the various stages of project design will in fact improve the quality of projects, if at least allowing teachers to become more confident in the work they are doing, and therefore increase the amount of student work displayed throughout the school. This project also reaffirms the concept that teacher education and professional development should model good pedagogy for students such as including teacher-centered activities and making clear the purpose of a workshop or meeting to ensure purposefulness.