The study presented here is a qualitative study evaluating four objectives for teaching source use, ones I emphasized in my Spring 2011 classes with an assignment called the "Building a Class Library Assignment." I relied on two methods for evaluation: (1) process reflection, with audio recordings of one-on-one sessions serving as my data set; and (2) product analysis, with student-written profiles serving as my data set. In analyzing the profiles, as well as the interviews, it became obvious that my students fell short in the areas I wanted them to demonstrate an understanding in. However, it also became obvious that, because of the Class Library, the message that source integration means writing summary was one all of my students retained. Also successful was the structure of the Class Library, one that provided students with a recurring context in which to practice summary, and provided me with an additional setting in which to work with students on their writing. It is for these reasons that I argue that the Class Library, and the four objectives that are emphasized in the assignment, provide one answer to the larger, pedagogical question of how to improve instruction of source use. 111