This mixed methods study explored how the making of animated models affected year 11 students’ understanding of the effect of temperature on the equilibrium of an exothermic or endothermic reaction. The students’ perspectives and the role of the activity in facilitating a metacognitive process were also examined. Teacher perspectives were also sought. The experimental group (n=11) showed a significant change in pre, and post test scores when students engaged with SMAs. This was supported by researcher observations and item analysis of students’ test responses. A control group (n= 6) explored the same concept with the application of the more traditional Le Chatelier’s Principle. This group had difficulty in explaining the effect of temperature on these reactions. Students in the experimental group were able to answer questions made specifically for the application of LCP. Significantly, the students of the control group were not able to respond effectively to questions that called for an explanation. Invariably, these students cited LCP as an explanation. Overall, students (n=16) stated that the activity supported a reflective process but expressed concern about the time needed for completion of the task. The teachers interviewed (n=3) supported the use of SMAs in learning this concept. The educators also cited concerns about the time needed to complete course content and how activities of this nature would be viewed by students, parents and administrators who are focused on course completion and test scores. Keywords: Student Made Animation (SMA); Le Chatelier’s Principle (LCP); metacognition; constructivism.