Two studies explored properties of psychology assignments from an atypical perspective: students’ own perceptions of what they learned and their emotional reactions to the assignments, specifically feelings of pride in their work. Study 1 showed that assignments vary in their likelihood of generating prideful accomplishment and identified three assignment properties related to this outcome: students’ expended effort, self-relevance to the student, and instructor recognition. Study 2 examined whether assignments that produced pride were also perceived by students as contributing to their learning. Although time and effort associated with pride was positively correlated with course academic performance, most assignments produced either enhanced perceived learning or a feeling of prideful accomplishment, but not both. Internal analysis of the data suggested that different types of assignments are necessary to achieve these dual outcomes.