The ever-changing workplace of current society calls for instructional shifts to the predominately traditional educational system in existence today. In order to successfully navigate a globalized culture, the instructional makeup and educational structure must include knowledge of core subjects, student-centered learning environments, as well as literacy and mastery of recognized 21st century competencies. Effective implementation of 21st century skills requires modifications in assessment practices, educational policy, research-based curriculum, and instructional design, providing students opportunity for deeper application and learning of content. Research is needed regarding pedagogical practices, incorporation of 21st century learning skills, and a student’s perceptions of learning. This explanatory sequential mixed methods study explores upper elementary student perceptions surrounding choice in evidencing learning during student-driven assessments using self-selected technology-based platforms. Frequency analysis was used to examine quantitative data collected by the Likert-based Technology Choice & Academic Efficacy Student Perception Survey. Survey results indicated strong majority agreement among participants concerning student choice of technology and evidencing learning. A principle components analysis revealed correlations in the data between technology-based choice during assignments and student’s academic efficacy and engagement. Coding was used to examine qualitative focus group data, major themes emerged including Engagement, Efficacy, and Learning Process, all centered on a student’s foundation of Experience and Exposure. Results indicate that practices including self-selected technology choice during assignment completion should be used to positively influence a student’s perception of a task, shaping learner engagement, efficacy, 21st century mindset, and ownership in the learning process.